To see the other types of publications on this topic, follow the link: Rural secondary schools.
Dissertations / Theses on the topic 'Rural secondary schools'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Rural secondary schools.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sao, Lawrence Y. T. "Barriers to learning mathematics in rural secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2459.
Full textAbstract:
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.
2
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.
Full text
3
Madida, Minenhle S. "Innovative communication protocols for teaching in rural secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1782.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full text
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
Hendrickson, Katie A. "Student Perceptions of School: Resistance in Rural Appalachia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275443264.
Full text
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Brown, Judith Ann. "Unifying concepts in the high school biology curriculum--one or many : an investigation of rural, suburban, and urban schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7544.
Full text
12
Simba, Fatuma. "Modeling Connectivity for e-Learning in Tanzania : Case-study of Rural Secondary Schools." Licentiate thesis, Karlshamn : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00462.
Full textAbstract:
In response to address different development challenges, Tanzania is striving to achieve its fourth attribute of the National Development Vision, i.e. to have a well educated and learning society by the year 2025. One of the earmarked methods is to integrate ICT in education through e-learning. However, e-learning initiatives are challenged by limited or lack of connectivity to majority of secondary schools, especially those in rural and remote areas. One of the limitations for connectivity problems in rural areas of Tanzania is the high cost to establish connectivity infrastructures. The cost of connectivity varies from one technology to the other and at the same time, the cost is also different from one operator (service provider) to another within the country. It should be noted that providing network connectivity to rural regions in developing world is an economically challenging problem, especially given the low income levels and low population density in such areas. Many existing connectivity technologies incur a high deployment cost that limits their affordability. This research is focusing on the connectivity component of the ICT for Rural Development project which aims to provide in e-learning services to rural secondary schools. The other components are: Development of an Interactive e-Learning Management System and Development of e-Learning Contents and Delivery for Self Learning Environment, which collectively form the Tanzania Secondary Schools e-Learning system, abbreviated as TanSSe-L. The research employed was interdisciplinary and inspired by Participatory Action Research (PAR) Methodology. It spans from software engineering in connectivity cost calculator system development, Teletraffic engineering and simulation modeling in the connectivity performance evaluation. This is an applied type of research to solve a practical problem. Thus, the end product of this part of research is a model of an optimal connectivity solution in terms of cost and performance for rural secondary schools in Tanzania to access e-Learning resources from TanSSe-L. The licentiate thesis presents development of software system prototype to calculate cost of connectivity for the pilot rural secondary schools in Tanzania. The system is developed to make an easy access of connectivity cost from different technologies and different operators. The development of the calculator follows the V-model software development lifecycle. Furthermore, the licentiate thesis presents a simulation modeling approach to study performance of the earmarked connectivity technology. The thesis is organized into four (4) chapters: introduction, theoretical framework, research methodology, and finally a chapter on concluding discussions.
13
Hess, Brent. "The understanding of health promotion among youth attending secondary schools in rural settings." University of the Western Cape, 2017. http://hdl.handle.net/11394/5640.
Full textAbstract:
Magister Scientiae (Physiotherapy) - MSc(Physio)Background: Several chronic health conditions that previously manifested in adulthood are now increasingly being identified in young people. Various health risk behaviours established during youth results in chronic diseases of lifestyle as well as behaviours leading to injury, trauma and substance abuse. Current evidence proposes that a school health programme could become one of the most efficient means available to improve the health promotion and education of people as it reaches large numbers of young people in a replicable and sustainable way. Aim: The purpose of the study was to determine health risk behaviours and investigate the understanding and perception of health promotion among adolescent learners attending secondary schools in the Theewaterskloof region. Objectives: 1) To determine the health risk behaviours that secondary school learners in the Theewaterskloof region engage in; 2) to explore and describe the understanding and perceptions of health promotion among secondary school learners in the Theewaterskloof region and 3) To explore and describe the understanding and perceptions of health promotion among life orientation educators in the Theewaterskloof region Methodology: The study used a sequential explanatory mixed methods approach. Quantitative data was collected by means of the Youth Risk Behaviour Surveillance Survey and qualitative data through focus group discussions. Ethics was obtained from the Research Ethics Committee of the University of the Western Cape (13/2/3) and permission was obtained from the Western Cape Education Department, school governing bodies, learners, parents and guardians of identified schools regarding the research. Results: Data from 276 participants in Grades 8-11 from secondary schools in a rural district within the Western Cape, South Africa was analysed. The most significant health risk behaviours engaged in by the participants was substance abuse, sexual activity and physical inactivity. In focus group discussions held with both the learners and educators, the most prevalent health risk behaviours were; substance use and sexual activity. Although the health risk behaviours were such a pertinent issue for both the learners and educators, current health promotion strategies were inadequate. In terms of health promotion strategies the learners highlighted the need for adequate support and guidance from both their parents and educators. They also made reference to themselves, their parents and educators playing a role in the improvement of their health status. The educators felt that parents needed to play their role in health promotion by disciplining their children and by being better role models. They were also of the opinion that the current socio-economic climate of the Theewaterskloof region predisposes learners to specific health risk behaviours. According to them, an effective health promotion strategy would include parents, educators and learners working together to promote better health behaviours. Conclusion: Health risk behaviours are rife in rural communities. Even though the adolescents feel that the management of the trajectory of their health is their responsibility, they see a need for collaboration between educators, parents and themselves in developing health promotion.
National Research Foundation (NRF)
14
Watts, Jeremy. "An Exploration of Teacher Retention in Rural School Districts in Eastern Kentucky." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/13.
Full textAbstract:
Teacher retention rates are staggeringly low across the United States. Nearly 20% of public school teachers leave their position from one year to the next, a majority of schools have a turnover rate of 50% every three years, and over 50% of teachers leave the education field within the first five years of employment. This retention problem impacts all type of public school systems—urban, suburban, and rural school districts.
This study examined teacher retention in elementary and secondary schools in three rural school districts in eastern Kentucky. Review of district and school documents about teacher retention informed the selection of participants. School districts and specific schools in rural eastern Kentucky with higher retention rates than the average teacher retention of public schools in Kentucky were study sites. Data were collected through individual interviews with superintendents and principals and through focus-group interviews with teachers to gain their perspectives about what influenced the higher teacher retention.
Analysis of data identified themes for high teacher retention. The findings suggest that a strong familial school culture among teachers and with school administrators positively impacts teacher retention. High teacher retention is also influenced by Appalachian culture and teachers' desires to contribute to the local community beyond the school building and have a positive impact on the future of the local community’s youth.
15
Jury, Tanya Jo. "PRINCIPAL BEHAVIORS THAT FOSTER COLLECTIVE EFFICACY AMONG TEACHERS IN RURAL SECONDARY SCHOOLS IN KENTUCKY." UKnowledge, 2019. https://uknowledge.uky.edu/edl_etds/26.
Full textAbstract:
The purpose of this study was to examine principal behaviors, identified by teachers and principals, which foster collective efficacy among teachers. As instructional leaders of a school, principals are expected to lead their schools. Behaviors exhibited by the principal can either help or hinder the success of the school and teachers and students in that school. This study will assist principals, aspiring principals, and instructors of principal preparation programs in knowing what behaviors are necessary to foster collective efficacy in their schools, leading to greater success for that school.
Collective efficacy is a shared belief that by working together, “we can make a difference.” This belief is of great importance in education because through collaboration, educators can influence the lives of children, while positively impacting the success of their school. In a world where testing accountability determines individual and school success, it is imperative to know how to meet those demands.
Schools were chosen to participate in this study based on self-reported Collective Efficacy survey results. Principals of grades 9-12 in high-performing rural high schools in Kentucky were surveyed. Following the survey, three schools were chosen as focus sites for this study. The three schools chosen demonstrated high performance on state accountability assessments and had the highest self-efficacy scores on the self-reported survey. Principals and teachers from those schools were interviewed and/or participated in focus groups.
This study identifies behaviors of the school principal in building collective efficacy among the teachers in his or her school. These behaviors can lead to a positive school environment and even greater success for students and teachers.
16
Maphothi, Nandi Nobukhosi. "Effects of teenage motherhood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1677.
Full textAbstract:
Thesis (M. Cur.) -- University of Limpopo, 2014The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attending school, but also suggest that the various challenges experienced by the learner do have adverse effects on her school performance and ultimate decision to suspend school. There were other factors that influenced her academic performance and decision to continue or suspend school attendance; namely family support, experiences at school, as well as the cultural beliefs, traditions, and perceptions of the society she was living in. Key concepts: Teenage motherhood, effects, secondary education.
17
Shoko, Nothabo. "The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20330.
Full textAbstract:
The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.
18
O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.
Full textAbstract:
This research reports on the factors that a sample
of teachers in a rural Primary and Secondary School
perceive as being influential on the initiation
and implementation of a curricular innovation. The
innovation herein is the creation of a Gifted and
Talented Programme to cater for identified students
in this school, an area of current interest amongst
educators and researchers in New South Wales and
Australia. A methodology is outlined for the
collection and interpretation of data on the factors
involved, that may be employed by coordinators and
researchers interested in curricular provision for
Gifted and Talented children. In this case study
school, it was found that the factors were many and
varied, that they differed in their supportive or
inhibitive nature in the Primary and Secondary
Schools. These findings provided a foundation for
subsequent planning in the initiation stages of the
implementation of this innovation. This research had
important implications for this School that may be
of interest for future research in other schools.
19
Mandrell, Kelly. "An Exploration of the Relationship of Cocurricular/Extracurricular Participation and Achievement in Rural High Schools." Thesis, Aurora University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636643.
Full textAbstract:
Historically, after-school extracurricular programs can be linked to success in student achievement as well as increased school attendance and giving students “safe after-school environments” (National Center for Education Statistics, 1995). This causal comparative study investigated student achievement as measured by students’ grade point average, the number of extracurricular activities the student is involved in, the income status of the student, attendance, as well as gender and grit that the student possesses. The sample included 110 high school seniors, 47% males and 53% females, from the graduating class of 2017 from four rural communities in the Midwest. Participants completed the Grit Scale by Duckworth et al. (2007), which measures an individual’s perseverance and passion to continue on to complete one’s goals. Analysis of the data centered on the significant interaction effect between grade point average and extracurricular activities as moderated by gender, income, attendance, and perception of grit. The researcher also ran an analysis to see if there was a correlation between grade point average and grit. Results indicated a significant interaction effect between grade point average and extracurricular activities as moderated by income. Results also uncovered a significant interaction effect between grade point average and extracurricular activities as moderated by attendance. Results also showed a significant interaction effect between grade point average and extracurricular activities as moderated by perception of grit. Although there was no significant interaction effect between grade point average and extracurricular activities as moderated by gender, the researcher wanted to validate the research due to the fact this study was happening in a rural community with fewer students involved. There also was a positive correlation when examining grade point average and the score of grit. Future researchers should focus on whether or not the student feels supported. Another focus would be to investigate if students work during the school year and the number of hours that they work during the school week. Co-curricular versus extracurricular activities also need to be explored further within the context of whether they make a difference in a student’s grade point average.
20
Rhodes, Megan E. "Increased Diversity in Rural Areas: One School's Response to Change." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305135075.
Full text
21
McKinley, Rashida J. "Exploration of Post-secondary Preparation in Urban, Suburban, and Rural High Schools in the State of Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427396.
Full textAbstract:
The purpose of this study was to analyze how high schools in the state of Missouri’s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school’s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements.
The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.
22
Ansell, Nicola. "South African secondary schools : places of empowerment for rural girls? Cases from Lesotho and Zimbabwe." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287968.
Full text
23
Lating, Peter Okidi. "Hybrid e-learning for rural secondary schools in Uganda : co-evolution in Triple Helix processes /." Karlskrona : School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00424.
Full text
24
Barcinas, Jeff D. T. "Comparison of attributes of rural and urban secondary schools and twelfth grade students in Ohio /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114112414.
Full text
25
Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.
Full textAbstract:
Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.
26
Eubanks, Kari. "The Relationship of School-Community Partnerships with ACT Benchmark Scores in Rural Tennessee Schools." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3334.
Full textAbstract:
The purpose of this quantitative study was to determine if a relationship existed between the quality of school-community partnerships and the average score of each ACT subtest for rural Tennessee high school students. Specifically, the researcher examined the following school-community partnerships: business partnerships, university partnerships, service learning partnerships, school-linked service integration, and faith-based partnerships (Sanders, 2006). Administrators from 62 rural Tennessee high schools rated the partnerships present in their schools using the Improving Community Partnership Quality rating scale developed by Sanders (2006). Each of these ratings was compared to the participating school’s mean score for each ACT benchmark to determine whether these partnerships could be linked to success on the ACT. Pearson correlation coefficients were calculated for each partnership type and each ACT subtest. The results revealed that a statistically significant relationship did not exist between school-community partnerships and ACT subtest scores.
27
Gumbi, Daphne. "The management of physical resources by principals in the rural secondary schools of the Eastern Cape Province, South Africa." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/911.
Full textAbstract:
This research study examined whether the physical resources in rural secondary schools are adequate and are managed properly by the school principals, for quality education to be achieved in the Eastern Cape Province. The dramatic changes in South Africa recognized that the future depends on an education system which develops the full potential of all learners. Although the Constitution of South Africa is advocating for equal education for all, there are disparities which are evident in the quality of the infrastructure, especially in remote rural areas where the fundamental requirements for effective education are lacking such as, water, electricity, sanitation and basic educational equipment. This shows that, although policy and legislative frameworks for transforming the education system have been put in place, managing the change is still a key challenge especially that of physical resources. Management of physical resources illustrates the problems facing principals by pointing to the lack of basic facilities in many rural secondary schools. In terms of the provision and management, many challenges remain, like most schools do not have adequate physical facilities. School buildings such as classrooms are inadequate or unsafe with no toilets, libraries, laboratories and many learners and teachers do not have learner teaching support materials (LTSMs). On the other hand, in terms of the Constitution, the Department of Education is responsible for bringing redress, equality and to upholding the Constitutional values such as shared decision-making, transparency, shared accountability and empowerment for equal partnership with other stakeholders. The physical resource management is one of the major responsibilities of principals. Their leadership is largely about ensuring that a clear and shared sense of direction is developed for both leadership and management. The school viii system meant that schools have moved nearer to the communities they serve and this has led to schools being more accountable to their communities. This study further investigated whether there is a significant correlation between the management of physical resources and quality education as well as the eradication of poverty in the rural secondary schools of the ECP. The proper execution of the management tasks of planning, organizing, leading, and controlling (POLC) by the principals have contributed extensively to the success of the schools. Therefore, this will mean that the act of managing physical resources through POLC and the process of working with or through SGBs, teachers, parents, learners, EDOs and the community at large to achieve set goals of education of relevance, excellence and quality education by effectively and efficiently using the physical resources in a school climate and environment that is collegial. The study showed that there is a link between management tasks (POLC) and collegial style of leadership in the school. The literature reviewed supported the view that the invitational style of leadership and collegiality increase the potential of a school to manage its physical resources economically, efficiently and effectively, particularly in a climate where the resource handlers take ownership of the school especially in remote rural settings. The 255 out of 300 subjects (85%) chosen to participate in this study were selected on the basis of their accessibility. Convenience sampling was used to conduct the study as this ensured that the population represented stakeholders that manage physical resources at schools, such as deputy principals, head of departments and teachers. Questionnaires were distributed, completed and collected personally. The questionnaires were analyzed and gaps such as the effects of lack of physical resources and how the learners’ profile were affected were reinforced by individual and group interviews that were semi-structured as ix well as participant observations from principals at O.R Tambo, Chris Hani and Amathole District Municipalities were conducted. It was deduced from the statistical data presented that there is a significant correlation between the principals’ management tasks and the quality of education. This shows that the more the principals blend properly planning, organizing, leading and control management tasks the more the physical resources will be managed better, that is, effectively, efficiently, economically and transparently and the less the bringing together of management tasks the less the meaningful management of physical resources will be. The study supported the hypothesis that a combination of management tasks performed by the principals positively influences the proper management of physical resources in rural secondary schools of ECP. The study rejects both null hypotheses that there is no significant correlation between planning, organising, leading and controlling as leadership functions of PRs and the quality of education in rural secondary schools of ECP as well as, that principals of rural secondary schools are not expected to possess adequate leadership knowledge and skills to effectively manage available PRs in their rural secondary schools. This study affirms the view that adequate physical resources are crucial as well as the appropriate management skills of principals for high quality education to be achieved in rural secondary schools. Without adequate physical resources, proper handling of the limited physical resources and the possession of management skills by principals, rural schools are less likely to succeed in their efforts to improve education.
28
Boateng, Beatrice A. "TECHNOLOGY IN EDUCATION: A CRITICAL SOCIAL EXAMINATION OF A RURAL SECONDARY SCHOOL IN GHANA." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173865072.
Full text
29
Neal, Timothy A. "Perceptions of Administrators: Improving Student Attendance in Urban, Suburban, and Rural Public Schools." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1444053175.
Full text
30
Mulaudzi, Israel Creleanor. "Effects of teacher stress on learner academic performance in rural secondary schools in the Vhembe district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1664.
Full textAbstract:
A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Educational Psychology at the University of Zululand, 2018Teaching is regarded by many as one of the most stressful occupations, as evidenced by reports of academic results consistently poor in rural schools and teachers leaving the profession each day. Stress in general has always been a concern in many schools. The aim of this study was to investigate the effect of teacher stress on learner academic performance in rural secondary schools. This study used both quantitative and qualitative research approaches in which questionnaires and interviews were used for data collection processes. Simple random sampling and purposive sampling procedures were used to select participants from rural secondary schools in Vhembe District with a matric pass rate of less than sixty percent over a period of five years. Quantitative data was analyzed using IBM Statistical package for Social Sciences (SPSS) Version 24 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that teachers in secondary schools in the rural areas experience high levels of stress which has adverse effects on learner academic performance. These results guided me in developing the Three Pillars Teacher Stress Coping Model to assist teachers in rural areas to alleviate the stress they experience as they promote teaching and learning. The study contributed to the literature on the effect of the experience of stress by teachers on learner academic performance in rural secondary schools.
National Research Foundation Of South Africa (Grant Number CPT160513164973 and 105246
31
Simba, Fatuma. "Determination of Viable Connectivity Technology for E-Learning in Tanzania : Case Study of Rural Secondary Schools." Doctoral thesis, Blekinge Tekniska Högskola, Sektionen för planering och mediedesign, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00535.
Full textAbstract:
In response to different development challenges, Tanzania is striving to achieve her fourth attribute of the National Development Vision, i.e. to have a well educated and learning society by the year 2025. The earmarked approach is to integrate Information and Communication Technology (ICT) in education system (e-learning), in order to improve teaching and learning processes, hence provision of quality education. However, Tanzania is challenged by lack of ICT infrastructures in rural areas, which affects integration of ICT in education. This thesis presents a research work to determine a cost-effective and performance efficient connectivity technology for rural secondary schools to access e-learning resources. The research surveyed wireless technologies, in order to identify potential broadband access technologies suitable for rural areas of the developing countries. Because ICT is a very dynamic sector, the identified technologies were compared by using conceptual framework to study their sustainability and thereafter, analyzed by using techno-economic approach to determine a feasible and cost effective option. Results show that, a third generation (3G) Universal Mobile Telecommunications System (UMTS) operating at 900MHz is a feasible and cost - effective connectivity technology for rural areas of Tanzania. Furthermore, the research employed a simulation modelling approach to study traffic differentiation and priority scheduling mechanisms in providing Quality of Service (QoS) for e-learning applications in UMTS networks. A simulation model of the UMTS network is developed and used to study performance of e-learning applications as perceived by users. Simulation results showed that, UMTS network configured with traffic differentiation and priority scheduling can guarantee delivery of e-learning services with the required QoS. The Public Private People's Partnership (PPPP) model is proposed by this research as an implementation strategy for sustainable broadband rural connectivity solution.
32
Wahyudi. "Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15661.
Full textAbstract:
This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused on curriculum implementation and its association with the existing working and learning environment, learning process and learning outcomes. The investigations were conducted in two stages and used two research methods. The classroom learning environment and school level environment were investigated at the first stage using the questionnaire survey as a research method. The questionnaires were developed and validated with a sample of 1188 Year 9 students and their teachers in 16 schools. Validation of the questionnaire confirmed that the Indonesian version of the modified WMIC is a valid and reliable instrument to measure the classroom learning environment in the Indonesian educational context. The results regarding the status of the classroom learning environment are summarised in four assertions. First, students tended to prefer a more favourable classroom learning environment than the one they actually experienced. Second, female students generally held slightly more positive perceptions of both actual and preferred learning environments. Third, students in rural schools experienced a less positive learning environment than did their counterparts in urban areas. Fourth, teachers’ perceptions were more favourable than their students on both the actual and preferred learning environment for all seven scales, except on Task Orientation in which their perceptions were matched. This study also confirmed that the Indonesian version of SLEQ, administered to relatively small number of respondents, has gained in merit as a good instrument.Each scale of the Indonesian SLEQ has acceptable internal consistency reliability and was able to differentiate between the perceptions of teachers in different schools. Further analysis indicated differences between perceptions of school environments of biology and physics teachers and of rural and urban school teachers, particularly on Resources Adequacy. This study also indicated the differences between teachers’ views of the actual and preferred school environments in which the differences are not only statistically but also practically significant. It is suggested that research for improving school environments, by matching teachers’ actual and preferred perceptions, is noteworthy and more research needs to be conducted. The second stage of this study explored the existing science curriculum documents, teachers’ perceptions of the science curriculum, the implementation of science curriculum in the classrooms, and the students’ outcomes in school science. In lower secondary school, science is compulsory for all students of all Year levels, and is aimed to introduce the students to the basic concepts of scientific knowledge and to emphasize the use of tools and equipment during laboratory observations. Science in the lower secondary school consists of physics and biology subjects that were taught separately, but were given the same amount of classroom periods per week. The content was organized into themes or topics. Despite the content to be taught, the development of students’ process skills and students’ attitudes towards science and the environment were also emphasized.
The suggested teaching approaches included the conceptual approach, the problem-solving approach, the inductive-deductive approach and the environmental approach, whereas the suggested teaching methods in science classroom are the experimental method, the demonstration method, the discussion method, the excursion method and the lecturing method. The evaluation and assessment sections of the curriculum documents expected science teachers to systematically and continuously assess the students. Three techniques were suggested to conduct evaluation in the science classroom, which included paper and pencil tests, verbal evaluations, and practical tests. Science teachers and superintendents possessed different perceptions of the science curriculum as expressed in their preferences towards curriculum metaphors. The metaphor ‘Curriculum as Content or as Subject Matter’ was a view perceived by three teachers. ‘Curriculum as intended learning outcome’ was the second metaphor preferred by two teachers, who hold this view for different reasons. In contrast, two superintendents expressed their most preference on the metaphors ‘Curriculum as discrete task and concepts’ and ‘Curriculum as programme planned activity’, respectively. Investigation of the implementation of the science curriculum in the classrooms confirmed that science-teaching practices in urban lower secondary schools was in agreement with those suggested in the curriculum documents.
Science teachers in urban schools tended to use a variety of teaching methods, employed good questioning techniques, provided clear explanations and had high outcomes expectation, and maintained effective classroom management. On the other hand, to some extend science teaching practice in the rural lower secondary schools was not as expected in the curriculum document. Mostly, teachers in rural schools tended to use traditional chalk-and-talk teaching methods, employed a limited questioning techniques, had relatively unclear outcomes expectation, and performed less effective classroom management skills. With regard to students’ outcomes, this study showed less favourable results. Students’ attitudinal outcomes, which were measured by the Indonesian version of adapted TOSRA, were not maximised, and students’ cognitive outcomes are disappointing. The mean scores on the national wide examination, which is 5.46 out of possible maximum score of 10.00, indicated the poor performance of students in learning School Science. No statistically significantly differences were found on attitudinal outcomes between rural and urban and between male and female students’ perceptions. However, the study identified that students’ cognitive scores were statistically significantly different between rural and urban schools. Students in urban schools scored higher in the examination than did their counterparts in rural schools. The study found association between students’ outcomes and the status of classroom learning environments. Both simple analysis and multiple regression analysis procedures showed that all scales of the Indonesian WMIC were statistically significantly associated with two scales of the Indonesian adapted TOSRA and students’ cognitive scores.
33
Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
Full textAbstract:
Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
34
Carpenter-Kabel, Amy Lynn. "How is Reading in the Content Areas Taught in Rural Schools?" Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1209657391.
Full text
35
Strohmyer, Karin A. "Staff development and leadership roles related to response to intervention levels of implementation in rural schools." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/810.
Full textAbstract:
The concepts of professional learning communities and organizational disciplines support staff development and leadership that lead to sustainable systems. Little research has examined the ability of rural schools to achieve sustainable systems. This quantitative design study considered the relationships between predictor variables of administrative roles and staff development and the criterion variable of Response to Intervention (RtI) implementation level. Administrator roles included planning and scheduling training, participating in training, planning implementation, building knowledge and commitment, selecting RtI teams, participating on teams, promoting parental involvement, evaluating RtI, and implementing follow-up and targeted training. Staff development practices addressed commitment and support, team processes, the three-tiered system, selfassessments, evidence based practices, and monitoring and action planning. A stepwise regression was used to analyze data based on survey responses of 131 RtI team members in rural schools in the western United States. Results indicated high correlations between level of implementation and training in evidence-based practices, self-assessments, and monitoring and action-planning. Leadership roles related to building knowledge and commitment, selecting RtI team members, promoting parental involvement, and including RtI in evaluations were strong predictors of overall level of implementation as well. This study may have a significant and positive impact on social change by identifying areas for training and leadership focus. This may reduce the misallocation of funds and negative perceptions toward RtI, leading to higher quality, targeted training, better use of leadership time, and increased satisfaction and sustainability.
36
Metcalfe, Lynn B. "Teachers Perception of Elementary School Principals Leadership Characteristics in Elementary Schools in Rural Southwest Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1277.
Full textAbstract:
The characteristics of servant leaders as perceived by teachers who evaluated the leadership excellence of principals were the focus of this study. The essential ingredient of a leader was examined in all participating schools; the role of the principal was crucial to a school's effectiveness and was widely acknowledged.
Ten characteristics were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions, as well as principals' self-perceptions, of principals in rural Title I Schools located in southwest Virginia.
The exploratory question that originated from this study was: Was there a significant difference between the mean score on the Metcalfe Leadership Questionnaire for teachers and their school principals for each of the 10 survey variables (listening, empathy, awareness, healing, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community) for schools 1 through 17? In an attempt to answer this question, a Likert 5 scale survey was given to each principal regardless of years experience and teachers with at least 3 years of experience. This group of teachers was selected with the assumption that experienced teachers could better identify influential relationship that described true patterns in Title I schools. A one sample t-test was used to determine if differences existed between teachers' means and their principal's self-ratings.
The results showed a significant difference in the teachers' perceptions of their principal and the self-analysis by the principal in the servant-leadership characteristics as defined by Robert Greenleaf (1977). The null hypotheses relating to healing and persuasion were retained in more schools than rejected. The remaining 8 null hypotheses were rejected in more schools than retained. In most cases principals' self-ratings were higher than the means of teachers rating them. In at least two schools principals generally rated themselves lower than their teachers.
37
Colby, Glenn T. "Students' Epistemological Beliefs of Mathematics When Taught Using Traditional Versus Reform Curricula in Rural Maine High Schools." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ColbyGT2007.pdf.
Full text
38
Harkins, Lois S. "A Measure of Progress: Voices of Rural Secondary Students with Disabilities in Co-Taught Settings." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1186576810.
Full text
39
Hosterman, Kathleen Virginia. "Parent and Principals' Perceptions of Cyberbullying in 21st Century Rural Elementary Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3167.
Full textAbstract:
Cyberbullying is a common form of harassment and aggression engaged in by today's youth. This phenomenon is affecting primary-school-aged children as technology devices are now made available to elementary school students in rural settings. Based on the framework of Bandura's social cognitive theory, this mixed methods project study included a survey to quantitatively investigate the associations between parental knowledge of the phenomenon of cyberbullying and children's grade levels, and a focus group to gather qualitative data from school principals regarding their perceptions of the extent and impact of cyberbullying in 4 rural elementary schools in Massachusetts. Due to highly skewed survey responses, basic assumptions for chi-square analyses were not met; therefore, frequencies were examined along with the qualitative data that were coded and analyzed for patterns and themes. The 4 principals reported ongoing concerns at the school level that cyberbullying was clearly affecting the school day, school resources, and peer relationships. Survey responses from 162 parents indicated they were not fully aware of the dangers of cyberbullying at all grade levels. In concert with the literature review, these findings were applied to the development of a 12-month online cyber training curriculum for parents and students. Social change implications include minimizing the effects of cyberbullying in schools by training parents to understand social media sites and associated dangers for their children.
40
Jenkins, Faleese M. "The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77807.
Full textAbstract:
The nationwide effort to improve our schools and student achievement through a rebuilding of our educational system has not come without controversy; however, one element that is consistent throughout the research (Carnegie, Holmes, NEA, and the National Governors Association) is that teachers should participate in setting school goals and be accountable for achieving agreed upon standards of performance. This, of course, means a major shift in the current organizational and managerial structure of the school. The purpose of this study was to investigate the relationship between teachers' involvement in decision-making and their perceptions of the effectiveness of the academic programs in their schools. Also, an investigation was made between the relationship of the teachers' demographic characteristics and desired levels of involvement with the levels they reported.Ed. D.
41
Juliff, Dianne Therese. "Comparison of breastfeeding knowledge and attitudes of selected adolescent males and females from rural and metropolitan secondary schools." Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16534.
Full textAbstract:
Research has indicated that adolescents hold both negative and positive attitudes and have common misconceptions about breastfeeding that appear to result from their limited knowledge and reduced exposure to breastfeeding. The purpose of this study was to determine the knowledge and attitudes toward breastfeeding of adolescent male and female secondary school students. The study also sought to elicit information on factors that may influence the decision regarding future infant feeding methods. Self-efficacy theory was the theoretical framework to guide the study. This quantitative descriptive study, using a cross-sectional design, involved consenting secondary school students' completing a self-report questionnaire. The study employed purposive sampling and included 1845 males and females in both year-nine and year-12 at designated metropolitan and rural secondary schools in 2001. Analyses of the data were performed using the Statistical Package for Social Science (version 10.7). Statistical procedures involved chi-square analysis, Student's independent t-test and univariate analysis of variance. Spearman's rank order correlation coefficient was used to describe the relationship between the secondary school student respondents' knowledge of and their attitudes toward breastfeeding. The study results indicate that overall Western Australian adolescent secondary school students have less than ideal knowledge of breastfeeding which is consistent with findings from other studies. Higher breastfeeding knowledge scores were reported in year-12 for both male and female students. For both year groups, female students had higher breastfeeding knowledge scores than male students. With regards to attitudes toward breastfeeding, students had a tendency for neutral responses to attitude questions.However, overall and for both year groups, female students were found to be more positive towards breastfeeding than male students. The comparison of rural to metropolitan students found that metropolitan students had higher breastfeeding knowledge and were more positive towards breastfeeding than rural students. The metropolitan students were also more inclined to consider breastfeeding future children than rural students. Consideration of breastfeeding future children was similar for both male and female students. Comparison of the combination of gender, year and site revealed higher breastfeeding knowledge and more positive attitudes to breastfeeding in both rural and metropolitan female year-12 respondents. Sources of efficacy information, particularly persuasion/education, were more prominent in female secondary school respondents than male secondary school respondents when considering factors influencing adolescent attitudes toward breastfeeding. The adolescent's acceptance of gender identity could be argued as a reason for the more positive breastfeeding attitudes in female respondents. Students who were breastfed or exposed to breastfeeding either through role models (ie mothers), reading about breastfeeding, media or family influence had greater knowledge and were more positive towards breastfeeding. This study suggests that breastfeeding and lactation information needs to be addressed in the early years of development in order to increase breastfeeding knowledge and promote positive attitudes. Information pertinent to the health benefits of breastfeeding needs to be included in health and nutrition education and addressed through targeted education programs.
Education and health promotion activities could be guided using the four sources of efficacy information in relation to the benefits of breastfeeding. Opportunities for the role modelling of positive breastfeeding attitudes, and consistent support from the school-based health professionals may assist to reduce the adolescent student's unmet informational needs in relation to breastfeeding. A recommendation from this study is the provision of lactation and breastfeeding education for community-based high school nurses as these health professionals are a key element in health education and health promotion in the school setting.
42
Juliff, Dianne T. "Comparison of breastfeeding knowledge and attitudes of selected adolescent males and females from rural and metropolitan secondary schools /." Full text available, 2005. http://adt.curtin.edu.au/theses/available/adt-WCU20060829.160050.
Full text
43
Boren, Nickolas D. "The relationship of selected variables to student achievement in a rural Missouri high school /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052148.
Full text
44
Shilongo, Erica. "Factors that shape learner achievement in socially disadvantaged and rural contexts: a social realist study in two rural senior secondary schools in Omusati region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62240.
Full textAbstract:
Learners’ performance and the reasons for either achievement or failure in school has lo ng been a topic of debate. In early research on academic achievement, theorists, educators, biologists and psychologists traditionally focused on the learners from socially disadvantaged family backgrounds who underachieve. Much of the debate internationally centred on whether learner academic achievement / underachievement is a product of hereditary traits or the social context. In particular, arguments for and against whether the reasons for the achievement / underachievement of children from socially disadvantaged families are genetic or the social context in which they find themselves continue unabated. Such explanations do not provide insight into why it is that despite familial (genetic) and social circumstances (social disadvantage), some children succeed and/or are able to act outside expectations of failure. Little research has focused on those in the same or similar contexts who are achieving academic success despite their limiting circumstances and the reasons for their success. This study used a social realist lens to investigate the factors that shape the academic achievement of 12 learners in two rural senior secondary schools in Omusati region, Namibia. All 12 learners are from low socioeconomic family backgrounds. The data was collected through survey, interviews with learners, parents and teachers, field notes and document analysis. The main finding of the study show that contrary to research that portrayed learners’ achievement as determined either by heredity or social contexts, the 12 learners constantly used their agentic possibilities to navigate constraining structural and cultural conditions at regional, familial and school levels to achieve academic success. Their agency was shaped by the socioeconomic conditions in their lives, namely, socioeconomic deprivation; large extended families in rural households, lack of amenities and utilities in their families, participation in household chores, experience of family tragedies and of changes when they were young.
45
Thom, Nguyen Xuan, and n/a. "In search of possible solutions to the increase of ELT effectiveness and efficiency for junior secondary schools in rural Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.132457.
Full textAbstract:
Vietnam is a country with more than 80 percent of the population
living in the countryside. Rural education is, therefore, of vital
importance to Vietnamese education; and ELT effectiveness and
efficiency in junior secondary schools in rural Vietnam is a
problem of worthwhile attention.
This study, being a pilot one, limits itself to seeking solutions to the
increase of ELT effectiveness and efficiency in terms of syllabus
design, textbook revision and teacher development. The study
contains 5 chapters and a conclusion.
Chapter 1 deals with the general background of the study, schooling
and educational philosophies in Vietnam. In this chapter, special
attention is given to the role of foreign language teaching and
learning in Vietnamese schools. In addition, educational
philosophies in Vietnam are discussed as the philosophical and
legal basis for any implementation of FLT and ELT innovations in
junior secondary schools in rural Vietnam.
Chapter 2 deals with input studies and some models of language
teaching and learning that appeared in the last two decades. In this
chapter, special emphasis is laid on studies which explain how
input is transformed into intake and on the models of teaching and
learning that may be applied to the teaching and learning of
English in the context of rural Vietnam.
Chapter 3 deals with language teaching methods as the neverending
search for teaching effectiveness and efficiency. In this
chapter, based on the understanding of such concepts as
effectiveness and efficiency, language teaching methods are
presented as a means to an end, not as an end in itself. Thus, the
selection and use of a method depends completely on the goal set
for the process of language teaching and learning. When the goal
changes, the method will change accordingly.
Chapter 4 deals with the actual FLT and ELT situation in rural
junior secondary schools in Vietnam. This chapter includes the
results of surveys on teacher quality and a critical look at the
implementation of the communicative approach in language
teaching in the current textbooks in use in junior secondary
schools The background of rural students is discussed to clarify the
context of the learners in question.
In chapter 5, based on the theoretical findings in chapters 2 and 3
and on the actual ELT situation mentioned in chapter 4, possible
solutions to the increase of ELT effectiveness and efficiency are
proposed. These solutions are concerned with syllabus design,
textbook revision and teacher development.
The study closes with a conclusion which relates solutions to ELT
effectiveness and efficiency to the general solutions to teaching
effectiveness and efficiency mentioned at a number of workshops
held in Vietnam recently.
46
Doucette, Dean. "Effects of School-to-Work Programs on Cognitive Engagement: Examining the Students’ Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20376.
Full textAbstract:
The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.
47
Blevins, Leia, and James J. Fox. "Primary Level-School-Wide Positive Behavior Support: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/150.
Full text
48
Makgato, Lephai Irene. "Perceptions of learners in selected rural secondary schools towards mental illness : the case of Ga-Dikgale Community, Limpopo Province." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3362.
Full textAbstract:
Thesis(M.A.( Psychology)) -- University of Limpopo, 2020The growing number of young people in schools presenting with mental illness is increasingly becoming a disconcerting issue locally and globally. This qualitative study sought to explore the perceptions of mental illness by learners drawn from four secondary schools in Ga-Dikgale rural community (Limpopo Province). Twenty-seven learners (males = 14; females = 13) were selected through purposive sampling and requested to participate in the study. Semi-structured individual interviews and focus group discussions (n = 2) were conducted. The following three themes emerged from the data: a) Knowledge of mental illness, its causes and symptoms b) Knowledge on the management and types of interventions needed for mental illness c) Challenges associated with mentally ill people. The themes and sub-themes emerging suggested deep seated Afrocentric cultural perceptions which tended to shape learners’ views and understanding of mental illness. Some paradoxical explanations with regard to mental illness also emerged. Based on the findings of the study, it is recommended that mental health literacy campaigns be conducted in schools
VLIR-UOS
49
Lujara, Suzan Kwegyir. "Development of e-learning content and delivery for self learning environment : case of selected rural secondary schools in Tanzania /." Karlskrona : School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, 2008. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/124f7340838a86dac125745700360b0a?OpenDocument.
Full text
50
Lujara, Suzan. "Development of E-learning Content and Delivery for Self Learning Environment : Case of Selected Rural Secondary Schools in Tanzania." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00478.
Full textAbstract:
The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.