To see the other types of publications on this topic, follow the link: Rural secondary schools.
Journal articles on the topic 'Rural secondary schools'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles 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 journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Nie, Lu, Zhi Qing Zhao, and Zhi Yun Wu. "The Current Construction Situation and Future Development Strategy of Rural Primary Boarding Schools in Jiangxi Province." Advanced Materials Research 280 (July 2011): 196–99. http://dx.doi.org/10.4028/www.scientific.net/amr.280.196.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
González, Agustín, Olga Bernad, María Paz López -Teulón, Núria Llevot, and Roger Marín. "Rural schools from its weaknesses to its strengths: current analysis." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 135–60. http://dx.doi.org/10.15257/ehquidad.2021.0006.
Full textAbstract:
Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.
12
Siddhu, Gaurav. "Who makes it to secondary school? Determinants of transition to secondary schools in rural India." International Journal of Educational Development 31, no. 4 (May 2011): 394–401. http://dx.doi.org/10.1016/j.ijedudev.2011.01.008.
Full text
13
Nawab, Ali. "The patterns of organizational learning in a private secondary school in rural Pakistan." Asian Education and Development Studies 3, no. 2 (May 6, 2014): 135–49. http://dx.doi.org/10.1108/aeds-02-2013-0009.
Full textAbstract:
Purpose – The purpose of this paper is to explore Pakistani patterns of organizational learning (OL) in order to understand how schools as organizations learn and improve within this context. Design/methodology/approach – Using a qualitative case study approach, and activity theory as diagnostic framework, data were generated from various school stakeholders through semi-structured interviews and observations. Findings – It is found that schools in Pakistan are more inclined toward the technical perspective of OL; mostly relying on external sources to acquire knowledge for organizational improvement. This is due to the lack of strong intellectual capital as well as the lack of interactions among teachers inside schools. Practical implications – The focus of academicians and practitioners in developing the context should be supporting schools in their acquisition of knowledge and its dissemination across the whole school system. Moreover, creating structures and cultures for teachers’ interaction inside schools might be helpful for generating knowledge from the workplace. Originality/value – The paper also presents a model of OL which could be used to study and speed up the processes of OL especially in developing context.
14
Mohamad Sohail Khan and Dr. Malik Inayatullah Jan. "Assessing the Role of Pedagogy in Performance of Schools in Rural Islamabad." sjesr 3, no. 4 (December 25, 2020): 62–70. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(62-70).
Full textAbstract:
Rural areas in Pakistan are confronted with multiple problems including the provision of quality education to rural children. The key component of quality education is the level of pedagogy in rural schools. Effective pedagogy contributes significantly towards students' learning. The current study was conducted to assess the role of pedagogy as a major determinant in schools' performance in four rural sectors of Islamabad. The universe of this study included all public schools located in four rural sectors of Islamabad. There are a total of 275 public schools in rural Islamabad. A sample of 83 schools, both primary and secondary schools, was selected out of the total schools by using proportionate stratified random sampling technique. A self-developed questionnaire entailing the objectives of the study was used to collect data. Descriptive statistics and regression analysis were used to analyze data. Pedagogy was assessed through three major components. These are communication skills (CS), lesson planning (LP), and command of content (CoC). These components were quantified accordingly. Results showed that pedagogy had a positive and highly significant effect on school performance at both primary and secondary levels. Provision of quality education is the right of rural children like those in urban settings where access to and quality of education are much better. Efforts should be made to improve and diversify pedagogical practices in rural schools and bring these at par with urban schools.
15
Patel, Dr Milan P., and Dr Ankur D. Chaudhari. "A Comparative Study of South Gujarat Urban and Rural Secondary Schools Students’ Mental Health." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 295–98. http://dx.doi.org/10.31142/ijtsrd18960.
Full text
16
Baba, Rozita, Zulkefly Abdul Karim, Mariani Abdul Majid, and Noorasiah Sulaiman. "The Determinants of the Technical Efficiency of Secondary Schools in Malaysia: A Panel Evidence." ETIKONOMI 20, no. 1 (February 22, 2021): 169–84. http://dx.doi.org/10.15408/etk.v20i1.17204.
Full textAbstract:
This study aims to identify the level of technical efficiency of secondary schools and its determinants using the data of 626 Malaysian secondary schools over 2010-2014. Two estimation techniques have been used; the first step is to estimate the school's efficiency score by employing a Data Envelopment Analysis approach. In the second step, we examine the factors affecting the schools' efficiency using a static panel data analysis. The main findings revealed that secondary education is technically inefficient, and on average, the schools can increase their output by 33% using the same resources. Secondary schools in rural areas and less-developed states indicate a better technical efficiency level than schools in urban areas and developed states. Factors that affect technical efficiency are school size, per capita income, and average wage. The findings suggest that the school may perform better by increasing the schools' size by having more classes. The opportunities to increase residents' and households' income may help the areas perform better than others.JEL Classification: H5, H75How to Cite:Baba, R., Karim, Z. A., Majid, M. A., & Sulaiman, N. (2021). The Determinants of The Technical Efficiency of Secondary Schools in Malaysia: Panel Evidence. Etikonomi, 20(1), 169 – 184. https://doi.org/10.15408/etk.v20i1.17204.
17
Shrestha, Marina Vaidya, Naresh Manandhar, and Sunil Kumar Joshi. "Study on Knowledge and Practices of Water, Sanitation and Hygiene among Secondary School Students." Journal of College of Medical Sciences-Nepal 14, no. 3 (September 30, 2018): 160–65. http://dx.doi.org/10.3126/jcmsn.v14i3.21158.
Full textAbstract:
Background: Provision of adequate water supply, sanitation, hygiene and waste management in schools has a number of positive effects. The study focuses on children because disease related to water; sanitation and hygiene are the leading cause of mortality and morbidity among children. Materials and Methods: This cross-sectional study comprised of 220 students. Participants involved were Government school students of grades 9-10 in Sindhupalchowk and Bhaktapur. Data consisted of hygiene and hand washing practices, knowledge about sanitation and personal hygiene characteristics. Results: This study revealed that knowledge regarding water borne disease was high among Urban school students 86.5% but knowledge regarding transmission route seemed inadequate in both urban and rural students (35% and 16% respectively). The practice on hand washing was found high (94.4%).There was significant difference in the knowledge of students regarding WASH in urban and rural settings of the school (P value<0.001). Treated water facility and hand washing facilities with water was found lacking in rural schools. Schools from the urban area had proper hand washing facilities, but there was not any soap available in both the areas. Conclusions: The knowledge and practice of Water, Sanitation and Hygiene (WASH) among secondary school students is still poor. The knowledge of WASH in secondary school students when compared to the rural areas, urban areas had better on the basis of knowledge score.Keywords: hygiene; knowledge; practice; water; sanitation.
18
Baba, Rozita, Zulkefly Abdul Karim, Mariani Abdul-Majid, and Noorasiah Sulaiman. "TECHNICAL EFFICIENCY OF SECONDARY SCHOOLS IN MALAYSIA." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 265–83. http://dx.doi.org/10.24200/jonus.vol6iss1pp265-283.
Full textAbstract:
Background and Purpose: The purpose of this study is to investigate the level of technical efficiency of Malaysia’s secondary education. Education efficiency has become an important issue since the education sector is the recipient of high priority budget allocation. An evaluation of whether the budget distribution for secondary education is technically efficient is necessary because secondary education represents almost 40% of the national education budget.
Methodology: The study applied the Data Envelopment Analysis (DEA) in examining the level of technical efficiency for a sample of 626 secondary schools from four selected states, namely, Selangor, Melaka, Kedah, and Terengganu. The sample was further split into schools from developed and less developed states, and urban and rural areas.
Findings: The results revealed that secondary schools in the four sample states were technically inefficient (almost 98%). Most schools were at a moderate level of technical efficiency (score range between 0.5-0.79). Interestingly, schools in rural areas and less-developed states showed better technical efficiency than those in urban areas and developed states. Given the government's total expenditure, academic achievement could be increased by almost 30 percent with an improvement in inefficiency.
Contributions: The study's fundamental implications are that inefficient secondary schools need to increase their efficiency by ensuring effective budget spending and adequate expenditure distribution monitoring. More schools need to be constructed or repaired, and old schools/buildings upgraded. The sector also needs to expedite compliance with the 17:1 student-teacher ratio set by the Education Ministry to improve teaching delivery quality.
Keywords: Data envelopment analysis, government spending, secondary school, student and teacher ratio, technical efficiency.
Cite as: Baba, R., Abdul Karim, Z., Abdul-Majid, M., & Sulaiman, N. (2021). Technical efficiency of secondary schools in Malaysia. Journal of Nusantara Studies, 6(1), 265-283. http://dx.doi.org/10.24200/jonus.vol6iss1pp265-283
19
Das, Manisha, and Mukut Hazarika. "DISPARITY IN CREATIVE ABILITIES AMONG RURAL AND URBAN SECONDARY SCHOOL STUDENTS IN DIBRUGARH DISTRICT OF ASSAM." Humanities & Social Sciences Reviews 8, no. 3 (June 29, 2020): 1321–28. http://dx.doi.org/10.18510/hssr.2020.83134.
Full textAbstract:
Purpose of the Study: This study investigated the creative abilities of students from rural and urban secondary schools in terms of their fluency, flexibility, originality, inquisitiveness, and persistency.
Methodology: The research design used here is quantitative with the type of descriptive survey method. The research subjects were 720 secondary school students selected through disproportionate stratified random sampling. The research instrument used is the Passi Test of Creativity (verbal & non-verbal). The analysis techniques employed are descriptive statistics and inferential statistics in the form of independent means t-test.
Main Findings: The study revealed that rural and urban Secondary level school students have significant differences in their creativity. However, concerning the inquisitiveness dimension of creativity, the study reported no significant difference between the rural and urban Secondary level school students.
Applications of this Study: This research can be used as input for the schools and teachers at the secondary level to consider the practice of offering a more stimulating environment to students hailing from rural backgrounds. This research can also be used as input in the facilitation of students’ creative abilities.
Novelty/Originality of this Study: The teachers, educators, and school authorities, especially at Secondary level of Education; are suggested to offer more exposures and stimulating environments to students belonging to the rural backgrounds. The study examined for the first time the rural-urban disparity among secondary level school students on the dimensions of creativity such as inquisitiveness and persistence, especially in north-east India.
20
McIlveen, Peter, Tanya Ford, and Bradley Everton. "Facilitating Transition from Rural Schools to University." Australian Journal of Career Development 14, no. 1 (April 2005): 11–17. http://dx.doi.org/10.1177/103841620501400104.
Full textAbstract:
This case study describes a career education program that has engaged rural secondary school students with the experience of university. The residential experience program included learning exercises for career exploration, attending university, and social experiences related to living in a city. Evaluation indicated that rural schools and students have engaged with the program, and that there was tentative evidence indicative of a positive impact on the participants' career aspirations and decision making.
21
Hua, Qiu Yue, and Zhi Min He. "Thinking of Layout Planning and Construction of New Rural Primary and Secondary Schools — Taking Xinzhou District, Wuhan City for Example." Advanced Materials Research 598 (November 2012): 247–51. http://dx.doi.org/10.4028/www.scientific.net/amr.598.247.
Full textAbstract:
Taking surrounding rural areas of Wuhan for example, by the methods of literature research and field survey, through the investigation on 15 primary and secondary education resources in townships in Wuhan City, this paper researches main problems and predicaments behind combined settlements for demolished villages faced by rural primary and secondary schools and advances the guiding principles of layout planning and construction of new rural primary and secondary schools in the countryside in the middle of China based on the context of safety and health to promote the strategies of scientific planning and construction of rural primary and secondary schools.
22
Mylnikova, Inna V. "Hygienic assessment of intraschool environment in rural and urban secondary school institutions." Hygiene and sanitation 95, no. 12 (October 28, 2019): 1193–97. http://dx.doi.org/10.18821/0016-9900-2016-95-12-1193-1197.
Full textAbstract:
The purpose of the research is to assess the intra-environment indices in urban and rural secondary schools. In the course of special studies there was given the hygienic assessment of the climate, illumination and air quality of classrooms. In classrooms in rural schools microclimate indices were established to fail to meet hygienic requirements mainly on the temperature and humidity parameters. In rural schools, the temperature was decreased to 16-17 °C in 19.0 ± 8.6% of classrooms, humidity was elevated to 63.1% in 25.7 ± 7.4% of classrooms. Among urban schools the humidity in 49.6 ± 4.4% of classrooms reduced to 23.3 ± 0.3%, in 20.8 ± 5.4% of offices it was increased to 71.9 ± 0.9%. The coefficient of the natural illumination in rural schools has been reduced to 0.86-1.4% in 33.9 ± 14.2% of classrooms. In 25.1 ± 2.3% of classrooms in urban schools the level of natural light ratio was below the normative values and varied in the range of 0.32-1.3%. It is noted that in the offices of informatics natural light indices are significantly lower than in the classrooms for core subjects. The artificial lighting in urban schools was found to be lower than hygienic standards on the desks by 1.9 times, 2.2 times - at the board. There were obtained statistically significant handshaking health problems of urban schoolchildren due to intraenvironmental factors. The c dimate in surveyed gyms in rural schools is different in the low temperature and high humidity. The hygienic assessment of the air pollution classrooms’ medium was executed for a range of chemicals: formaldehyde, carbon monoxide, nitrogen dioxide, sulfur dioxide, particulate matter. Concentrations of formaldehyde; nitrogen dioxide, suspended solids in the air in classrooms in urban schools appeared to be higher than in rural schools. Carbon monoxide concentrations in classrooms in rural schools was found to exceed their values in urban schools. The air in classrooms of the one of the cities was found to be differed by a specific atmosphere for its chemical - hydrogen fluoride, in concentrations exceeding the maximum allowed concentration by 3-3.5 times.
23
Páez, Doris, and Robert Rhodes. "Psychological Services and Rural Schools: Making the Relationship Work." Rural Special Education Quarterly 17, no. 2 (June 1998): 16–22. http://dx.doi.org/10.1177/875687059801700204.
Full textAbstract:
The issues which are unique to special education and the provision of school psychological services in rural schools are briefly delineated. In addition, strategies for assisting school personnel to have more effective school psychology services are presented. These strategies are discussed within a collaborative consultation model in which the goals (i.e., primary, secondary or tertiary prevention), levels of services (i.e., community/school system, students, parents, or school personnel), and best approach (i.e., direct or indirect) of service delivery are delineated.
24
A. Sathar, Zeba, Asif Wazir, and Maqsood Sadiq. "Struggling against the Odds of Poverty, Access, and Gender: Secondary Schooling for Girls in Pakistan." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 67–92. http://dx.doi.org/10.35536/lje.2013.v18.isp.a4.
Full textAbstract:
While schooling outcomes for girls have improved over the period 2001–11, progress has been uneven within Pakistan. Rural girls lag far behind urban girls and progress across the provinces remains unequal. The transition to secondary school—in some ways more critical for improving employability, reproductive health, and other outcomes—shows even more disparate progress by province and income class. Questions about the preference for public versus private schools and the actual choice of schools available to girls in most rural areas need to be answered if we are serious about a rapid escalation of secondary school enrollments for girls. We use data from the Pakistan Integrated Household Survey for 2001/02 and the Pakistan Social and Living Standards Measurement Survey (PSLMS) for 2007/08 and 2010/11 to look at patterns in this transition. Access is likely to be the main driving force behind the transition to secondary-level schooling. Initial findings reflect the almost total reliance on public schools for 10–14-year-old girls. This suggests that private secondary schools are not an option for girls in rural areas. The next major intervening factor is household income level: even rich families appear to favor public schools for girls. The data also suggest that girls from poor and large families compete with their brothers and other siblings for limited resources.
25
SILVA, SIMONE, and DAVID R. HOTCHKISS. "HOW DOES THE SPREAD OF PRIMARY AND SECONDARY SCHOOLING INFLUENCE THE FERTILITY TRANSITION? EVIDENCE FROM RURAL NEPAL." Journal of Biosocial Science 46, no. 1 (February 21, 2013): 16–46. http://dx.doi.org/10.1017/s0021932013000096.
Full textAbstract:
SummaryFrom 1996 to 2006, Nepal experienced a substantial fertility decline, with the total fertility rate dropping from 4.6 to 3.1 births per woman. This study examines the associations between progress towards universal primary and secondary schooling and fertility decline in rural Nepal. Several hypotheses regarding mechanisms through which education affects current fertility behaviour are tested, including: the school environment during women's childhood; current availability of schools; knowledge of educational costs; and women's own educational attainment. Data for the analysis come from the 2003–04 Nepal Living Standards Survey, a nationally representative random sample of households, which includes detailed data on fertility, household expenditure, educational attainment, demographic characteristics and the use of social services. Census and administrative data are also used to construct district-level gross enrolment ratios for primary and secondary schools during the women's childhood. Discrete dependent variable modelling techniques are used to estimate the effects of the following variables on the probability of women giving birth in a given year: district-level gross enrolment ratios for primary and secondary schools during women's childhood; having had a child previously in school; women's own educational level; current school availability; and other covariates. Separate models are estimated for the overall sample of rural women of reproductive age, and for parity-specific sub-samples. The results suggest that district-level gross enrolment ratios for secondary schools and, in some instances, having had a previous child enrolled in school are significant determinants of fertility in rural areas. These results are highly independent of women's own educational levels. Overall, the results suggest that, in the rural Nepal context, mass schooling influences the fertility transition through both community- and household-level pathways.
26
Alam, Md Morshedul. "Challenges in implementing CLT at secondary schools in rural Bangladesh." IIUC Studies 13 (July 29, 2018): 93–102. http://dx.doi.org/10.3329/iiucs.v13i0.37649.
Full textAbstract:
This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102
27
Omozele, Beatrice, and Nathaniel Toyosi. "ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE SERVICES AS PERCEIVED BY SECONDARY SCHOOL PRINCIPALS IN EDO STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 9 (September 30, 2018): 105–15. http://dx.doi.org/10.29121/granthaalayah.v6.i9.2018.1213.
Full textAbstract:
The study investigated the effectiveness of school guidance services as perceived by principals in Edo State, Nigeria. The study sought to examine secondary school principals’ perception on the effectiveness of guidance services (orientation, appraisal, information and counselling services) and determine gender and school location differences in principals’ perception of the effectiveness of counselling services in schools. The descriptive survey design was adopted for the study. A sample of 36 schools (1 rural and 1 urban) were drawn from public senior secondary schools in the study area using purposive random sampling. The instrument used for the collection of data was a self-developed questionnaire titled: “School Guidance Services Effectiveness Questionnaire (SOGSEQ)”. The construct validity was ascertained by the Principal Component Analysis (PCA) while the Cronbach reliability alpha of the questionnaire yielded an overall index of 0.84. The descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question 1 while the t-test for independent sample means was used to test the hypothesis at 0.05 alpha level. Results from the analysis showed that principals perceived orientation services to be the only effective guidance service in secondary schools in Edo State. Result further showed that there is a significant difference between rural and urban principals in their perception on the effectiveness of school guidance services (appraisal, information and counselling services) in secondary schools in Edo State. It is recommended that guidance counsellors in the secondary schools should realize that their guidance services should be such that will enable them to meet the needs of learners in schools. For this to be achieved, school heads, teachers, parents and the government must also be actively involved in providing their support for the delivery of the services when necessary
28
Neupane, Pramila. "Barriers to Education and School Attainment—Evidence from Secondary Schools in Rural Nepal." International Education Studies 10, no. 2 (January 30, 2017): 68. http://dx.doi.org/10.5539/ies.v10n2p68.
Full textAbstract:
This paper examines the inequality in secondary school attainment and its determinants across gender, caste, and ethnic group in rural Nepal. Using the primary data from a questionnaire survey, a series of interviews, and school observations, this study found that girls’ school attainment is significantly lower than that of boys’. Similarly, Dalit (the lowest caste) and Janajati (indigenous, disadvantaged ethnic groups) students’ school attainment is considerably lower than that of Brahman and Chhetri (high caste and privileged ethnic groups) students. Furthermore, the regression analysis using the education production function approach revealed that household chores, father’s education, land sufficiency, student/teacher ratio, and local caste/ethnic composition are significant determinants affecting students’ school attainment. However, students’ desired level of education and the number of siblings they have were insignificant in this study. The results indicate that policy for inclusive education should be based on the local socio-cultural environment, especially with regard to the caste/ethnic composition of the local community.
29
Tyshkevych, Olga, and Aleksandr Obidniy. "The Main Approashes for Increasing the Efficiency of the Rural School Network." International Journal of Engineering & Technology 7, no. 3.2 (June 20, 2018): 686. http://dx.doi.org/10.14419/ijet.v7i3.2.14614.
Full textAbstract:
The purpose of the article is to identify the main directions of improvement of the network of institutions of general secondary education in rural areas on the example of Ukraine. The authors developed an algorithm for research, consisting of four stages. During the study, the preconditions for forming a network of rural schools were considered. The following network parameters such as warehouse, spatial structure are found. Based on the analysis of modern socio-pedagogical requirements, the concept of promising organization of school services in rural areas has been developed. It is established that in conditions of rural settlements, it is advisable to form teams for teaching from pupils of different ages (multigrade classes). The authors provided suggestions on the formation of territorial educational districts as a promising direction for improving the network of rural schools. The perspective types of institutions of general secondary education, which are formed on the basis of interagency integration with other objects of cultural and household services of the population, are revealed. To improve the process of designing a network of village schools, the authors developed a methodology for optimizing the network of schools on the basis of linear programming.
30
Longhurst, Jesse Moon, and Michael Thier. "Relatively Good News Amid Covid-19." Rural Educator 42, no. 2 (August 24, 2021): 99–103. http://dx.doi.org/10.35608/ruraled.v42i2.1220.
Full textAbstract:
This study examined publicly available data from The Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the Covid-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the Covid-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.
31
GEORGESCU, CLAUDIA, ROXANA FIREZAR (TĂTAR), and PETRU PEȚAN. "Some insights on physical education classes in primary and secondary schools in Bihor County, Romania." Baltic Journal of Health and Physical Activity 12, Special Issue 1 (November 30, 2020): 87–96. http://dx.doi.org/10.29359/bjhpa.12.spec.iss1.10.
Full textAbstract:
Background: The paper presents some insights into the organisation of physical education classes in primary and secondary (lower secondary level) schools in Bihor county, Romania. Material and methods: The analyses are descriptive and address sports games played in physical education classes, time allotted to these classes, and also the quality of present sports infrastructure in schools. Data were collected by questionnaires applied to physical education teachers from primary and secondary schools in rural and urban areas, which were then descriptively analysed. Results: The results indicate an insufficient number of physical education hours established in the primary and secondary school curriculum. Conclusions. There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities. Conclusions: There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities.
32
Anees-ul-Husnain Shah, M., Asghar Ali, and M. Adnan Maqbool. "Evaluation of Financial Management Competencies of School Principals and their Impact on Institutional Development at KP, Pakistan." Global Economics Review II, no. I (June 30, 2017): 85–102. http://dx.doi.org/10.31703/ger.2017(ii-i).10.
Full textAbstract:
The study aimed at finding the impacts of secondary school principals financial management competency on the institutional development. All male and female principals of secondary and higher secondary schools of Khyber Pakhtunkhwa were the population of the study and among them a sample of 200 head teachers including 100 male (40 urban & 60 rural) and 100 females (40 urban & 60 rural) from two conveniently selected districts were selected. Two research instruments; one questionnaire for Principals and a checklist was developed. The data were analyzed through frequencies, percentages, mean and standard deviation and t-test. Major findings of the study were; majority of the Principals were competent in planning, organizing, and controlling financial matters of their schools except in the tasks of fund raising, and internal audit. Urban Principals were better in planning than rural Principals. It is recommended that rural Principals may be provided training especially about planning financial matters
33
Shah, M. Anees-ul-Husnain, Asghar Ali, and M. Adnan Maqbool. "Evaluation of Financial Management Competencies of School Principals and their Impact on Institutional Development at KP, Pakistan." Global Regional Review III, no. I (December 30, 2018): 518–37. http://dx.doi.org/10.31703/grr.2018(iii-i).38.
Full textAbstract:
The study aimed at finding the impacts of secondary school principals’ financial management competency on the institutional development. All male and female principals of secondary and higher secondary schools of Khyber Pakhtunkhwa were the population of the study and among them a sample of 200 head teachers including 100 male (40 urban & 60 rural) and 100 females (40 urban & 60 rural) from two conveniently selected districts were selected. Two research instruments; one questionnaire for Principals and a checklist was developed. The data were analyzed through frequencies, percentages, mean and standard deviation and t-test. Major findings of the study were; majority of the Principals were competent in planning, organizing, and controlling financial matters of their schools except in the tasks of fund raising, and internal audit. . Urban Principals were better in planning than rural Principals. It is recommended that rural Principals may be provided training especially about planning financial matters.
34
Mitchell, Clinton, Boaz Shulruf, and Phillippa Poole. "Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students." Journal of Primary Health Care 2, no. 3 (2010): 183. http://dx.doi.org/10.1071/hc10183.
Full textAbstract:
INTRODUCTION: New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. AIM: To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. METHODS: University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. RESULTS: There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. DISCUSSION: There is no strong signal from these data that career speciality choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway. KEYWORDS: Education, medical; social class; career choice
35
Tiley, Karen, Joanne White, Nick Andrews, Elise Tessier, Mary Ramsay, and Michael Edelstein. "What school-level and area-level factors influenced HPV and MenACWY vaccine coverage in England in 2016/2017? An ecological study." BMJ Open 9, no. 7 (July 2019): e029087. http://dx.doi.org/10.1136/bmjopen-2019-029087.
Full textAbstract:
ObjectiveTo describe school-level and area-level factors that influence coverage of the school-delivered human papillomavirus (HPV) and meningococcal A, C, W and Y (MenACWY) programmes among adolescents.DesignEcological study.Setting and participantsAggregated 2016/2017 data from year 9 pupils were received from 1407 schools for HPV and 1432 schools for MenACWY. The unit of analysis was the school.Primary and secondary outcome measuresOutcome measures were percentage point (pp) difference in vaccine coverage by schools’ religious affiliation, school type, urban/rural, single sex/mixed and region. A subanalysis of mixed-sex, state-funded secondary schools also included deprivation, proportion of population from black and ethnic minorities, and school size.ResultsMuslim and Jewish schools had significantly lower coverage than schools of no religious character for HPV (24.0 (95% CI −38.2 to −9.8) and 20.5 (95% CI −30.7 to −10.4) pp lower, respectively) but not for MenACWY. Independent, special schools and pupil referral units had increasingly lower vaccine coverage compared with state-funded secondary schools for both HPV and MenACWY. For both vaccines, coverage was 2 pp higher in rural schools than in urban schools and lowest in London. Compared with mixed schools, HPV coverage was higher in male-only (3.7 pp, 95% CI 0.2 to 7.2) and female-only (4.8 pp, 95% CI 2 to 7.6) schools. In the subanalysis, schools located in least deprived areas had the highest coverage for both vaccines (3.8 (95% CI 0.9 to 6.8) and 10.4 (95% CI 7.0 to 13.8) pp for HPV and MenACWY, respectively), and the smallest schools had the lowest coverage (−10.4 (95% CI −14.1 to −6.8) and −7.9 (95% CI −12 to −3.8) for HPV and MenACWY, respectively).ConclusionsTailored approaches are required to improve HPV vaccine coverage in Muslim and Jewish schools. In addition, better ways of reaching pupils in smaller specialist schools are needed.
36
Chavan, Girish Manohar, and Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children." International Journal Of Community Medicine And Public Health 5, no. 4 (March 23, 2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.
Full textAbstract:
Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.
37
Muliavka, Viktoriia. "Why public education is unequal: case of Ukrainian rural schools." Knowledge and Performance Management 1, no. 1 (January 16, 2017): 19–26. http://dx.doi.org/10.21511/kpm.01(1).2017.02.
Full textAbstract:
Ukrainian educational system is not able to provide equal access to the university, regardless of children’s socio-economic background. Despite of the anti-discrimination ideas in legislation and in public discourse (with implementation of transparent mechanism of selection in 2004 - External Independent Testing), there are statistically significant differences in the results of EIT (that defines chances to get higher education) between children from rural area and their peers from urban schools (especially from elite ones). The research is based on Bourdieu’s theoretical concept of capitals and seven in-depth interviews with teachers from rural schools in different regions of Ukraine. Based on the findings, the author divides mechanisms of reproduction of educational inequality into four dimensions: economic capital of the school, economic capital of the family, cultural capital of the school and cultural capital of the family. Current educational reforms of secondary and higher education in Ukraine will not improve situation with access to higher education for children from poor social background. Closing of unprofitable universities and schools in rural area, expending the years of studying at school and implementation on funding reallocation based on a competition with financial support only of those, who are more successful, will deepen educational inequality, making accesses to the mechanism of improving socio-economic position even more dependent from socio-economic background.
38
Nelson, Toben F., Richard F. MacLehose, Cynthia Davey, Peter Rode, and Marilyn S. Nanney. "Increasing Inequality in Physical Activity Among Minnesota Secondary Schools, 2001–2010." Journal of Physical Activity and Health 15, no. 5 (May 1, 2018): 325–30. http://dx.doi.org/10.1123/jpah.2016-0444.
Full textAbstract:
Background: Two Healthy People 2020 goals are to increase physical activity (PA) and to reduce disparities in PA. We explored whether PA at the school level changed over time in Minnesota schools and whether differences existed by demographic and socioeconomic factors. Methods: We examine self-reported PA (n = 276,089 students; N = 276 schools) for 2001–2010 from the Minnesota Student Survey linked to school demographic data from the National Center for Education Statistics and the Rural–Urban Commuting Area Codes. We conducted analyses at the school level using multivariable linear regression with cluster-robust recommendation errors. Results: Overall, students who met PA recommendations increased from 59.8% in 2001 to 66.3% in 2010 (P < .001). Large gains in PA occurred at schools with fewer racial/ethnic minority students (0%–60.1% in 2001 to 67.5% in 2010, P < .001), whereas gains in PA were comparatively small at schools with a high proportion of racial/ethnic minority students in 2001 (30%–59.2% in 2001 to 62.7% in 2010). Conclusions: We found increasing inequalities in school-level PA by racial/ethnic characteristics of their schools and communities among secondary school students. Future research should monitor patterns of PA over time and explore mechanisms for patterns of inequality.
39
Shi, Yaojiang, Linxiu Zhang, Yue Ma, Hongmei Yi, Chengfang Liu, Natalie Johnson, James Chu, Prashant Loyalka, and Scott Rozelle. "Dropping Out of Rural China's Secondary Schools: A Mixed-methods Analysis." China Quarterly 224 (December 2015): 1048–69. http://dx.doi.org/10.1017/s0305741015001277.
Full textAbstract:
AbstractStudents in rural China are dropping out of secondary school at troubling rates. While there is considerable quantitative research on this issue, no systematic effort has been made to assess the deeper reasons behind student decision making through a mixed-methods approach. This article seeks to explore the prevalence, correlates and potential reasons for rural dropout throughout the secondary education process. It brings together results from eight large-scale survey studies covering 24,931 rural secondary students across four provinces, as well as analysis of extensive interviews with 52 students from these same study sites. The results show that the cumulative dropout rate across all windows of secondary education may be as high as 63 per cent. Dropping out is significantly correlated with low academic performance, high opportunity cost, low socio-economic status and poor mental health. A model is developed to suggest that rural dropout is primarily driven by two mechanisms: rational cost-benefit analysis or impulsive, stress-induced decision making.
40
Mokanyuk, Yulianna. "Socialization of a Personality in Rural and Mountainous Conditions in the Context of Professional Education." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 166–70. http://dx.doi.org/10.15330/jpnu.1.2-3.166-170.
Full textAbstract:
The article discusses the features of socialization in education and educationalenvironment in rural and mountain schools. The author analyzes the characteristics of vocationalguidance for adolescents; components of career guidance in schools in rural and mountainousareas. The author believes that the need to create and implement proactive forms and technologiesto learn. It is primarily about school degree, since it is in the high school age formed the basis ofsocial identity formation. This motivated the study of the methodological aspects of the educationof pupils in schools in rural and mountainous areas. Targeting high school students forprofessional work in general secondary education system needs rethinking science, the result ofwhich should be the introduction of educational practice new meaning of educational work, newforms of career guidance. Before modern rural and mountain schools acute problem enhancecareer guidance activities. The main content of professional orientation of young people in ruralareas is to cultivate students' professional interests to sustainable agriculture in the daily academicand extracurricular activities. In this connection it is necessary to start adequate training forinnovative development of rural and mountainous areas in need of systematic approach to trainingprocess that involves complex requirements, which form a system of nature.
41
Kubayi, Ntwanano Alliance. "Female Sport Participation In South African Rural Schools: Analysis Of Socio-Cultural Constraints." European Review Of Applied Sociology 8, no. 10 (June 1, 2015): 6–10. http://dx.doi.org/10.1515/eras-2015-0001.
Full textAbstract:
AbstractThis study was carried out to examine constraints to sport participation among female secondary school students in Hlanganani rural area, Limpopo Province, South Africa. A total of 101 female students aged 17–24 years from four secondary schools were recruited to participate in the study. A self-administered questionnaire was used to collect data. Results indicated that the dress code, lack of energy, lack of family support and family commitment were identified as major constraints to sport participation among female students. The results of this study provide practical implications for promoting and developing female sports programmes in rural schools. This study suggests that stakeholders such as parents, peers, and teachers should motivate and encourage female students to participate in school sport. Additionally, the study recommended that in order to promote sport participation in rural areas, the values, norms, beliefs, attitudes and customs that restrict females from participating in sport and physical activity should be dissented.
42
Chand, Deepa Dewali, and Parmeshwar Mohan. "Impact of school locality on teaching and learning: A qualitative inquiry." Waikato Journal of Education 24, no. 2 (November 21, 2019): 65–72. http://dx.doi.org/10.15663/wje.v24i2.672.
Full textAbstract:
This research examined the impact of school location on teaching and learning through a case study of two urban, two rural and two remote Fijian secondary schools. A total of 48 semi-structured interviews were conducted: 16 from each category of urban, rural and remote. Each school was represented by three teachers, three heads of department and two administrators. The study established that rural and remote schools often face different challenges to their urban counterparts: geography, poverty and funding influence the quality of education. Leadership support and adequate resources are the key to breaking the overreliance on traditional methods of teaching and enhancing student classroom interest and participation. Finally, just as schools serve different communities, geographical location impacts on external links, cooperation and professional exchange and development. Understanding the impact of school locality on teaching and learning in Fiji should benefit other developing nations and the educational community at large.
43
Mughal, Abdul Waheed, and Jo Aldridge. "Head Teachers' Perspectives on School Drop-Out in Secondary Schools in Rural Punjab, Pakistan." Educational Studies 53, no. 4 (April 20, 2017): 359–76. http://dx.doi.org/10.1080/00131946.2017.1307196.
Full text
44
Peltzer, Karl, Varghese I. Cherian, and Lily Cherian. "Brain Fag Symptoms in Rural South African Secondary School Pupils." Psychological Reports 83, no. 3_suppl (December 1998): 1187–96. http://dx.doi.org/10.2466/pr0.1998.83.3f.1187.
Full textAbstract:
The study investigated brain fag symptoms in rural South African Secondary School pupils. The sample included 622 Grade 11, Secondary School pupils in the age range of 17 to 24 years (M age 19.3 yr., SD = 2.6) chosen at random from schools throughout the Northern Province of South Africa. A Cultural Orientation Scale, a Student Stress Scale, a General Self-efficacy Scale and Self-reporting Questionnaire were administered to collect data on socioeconomic status, cultural orientation, stress events, self-efficacy, perceived stress, “neurotic” disorder, and brain fag symptoms. Analysis indicated that 25% of the pupils suffered from the brain fag symptoms. There were positive significant relations for collectivism, socioeconomic status, female birth order, depression score on the Self-reporting Questionnaire, total score but not the anxiety score of the questionnaire with brain fag symptoms. This suggests the brain fag syndrome is basically a depressive disorder and to some extent an anxiety and depressive disorder. The findings are discussed in relation to the nature of brain fag symptoms, precipitating factors, and socioeconomic status.
45
Sibanda, Lwazi, and Joyce Mathwasa. "Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners." Randwick International of Social Science Journal 1, no. 2 (August 1, 2020): 157–72. http://dx.doi.org/10.47175/rissj.v1i2.56.
Full textAbstract:
This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.
46
Pitstick, Claire. "Asthma knowledge among primary and secondary school teachers in rural northern Costa Rica." UNED Research Journal 7, no. 1 (June 5, 2015): 25–32. http://dx.doi.org/10.22458/urj.v7i1.858.
Full textAbstract:
Asthma is a chronic inflammatory disease of the airways. It is very common among children and is a major cause for emergency room visits and missed school days. Costa Rica has one of the highestrates of childhood asthma in the world; so it is important for teachers to know how to prevent and treat asthma attacks in the classroom. Since schools in rural Costa Rica had not yet been studied, teachers were sampled from six schools in Venecia and Aguas Zarcas, San Carlos. During March and April 2014, 185 asthma questionnaires were collected.Among these teachers, 51% were aware of asthmatic students in their classes, and 19% recalled witnessing an asthma attack in the classroom. Interest in asthma training was high among 85% of the teachers,and the preferred format was a lecture or workshop. Greater asthma knowledge was significantly related to living with an asthmatic person (p=0,014), but not with being asthmatic, having asthmatic students,witnessing an asthma attack in the classroom, sex, age, education level, or teaching experience. Greater interest in asthma training was related to awareness of asthmatic students (p=0,031), prior experience with an asthma attack in the classroom (p=0,033), and greater asthma knowledge (p=0,022). Primary school teachers were more likely to be aware of asthmatic students in their classes compared to secondary school teachers (p=0,002)
47
Sumari, Neema Simon, Hashir Tanveer, Zhenfeng Shao, and Ernest Simon Kira. "Geospatial Distribution and Accessibility of Primary and Secondary Schools: A case of Abbottabad City, Pakistan." Proceedings of the ICA 2 (July 10, 2019): 1–11. http://dx.doi.org/10.5194/ica-proc-2-125-2019.
Full textAbstract:
<p><strong>Abstract.</strong> Quality education in isolated areas is a major issue in developing countries like Pakistan, as access to formal education is linked to improved life prospects for rural students. Among the factors for education, accessibility is school availability within a minimum spatial distance. The spatial distribution of schools is generally uneven in most of the cities of Northern Pakistan, thus limiting access to formal education at the primary and secondary level. This paper analyzes the spatial distribution of the primary and secondary schools found in the hilly terrain of Abbottabad city. Results show an uneven scattered pattern of schools and decreasing accessibility with longer travel times, at higher costs. Cost-weighted distance showed that this spatial distribution extends the travel distance by more than 5km for secondary school students living in the city. However, spatial restructuring and reorganization of schools in the study area would enhance student access to school facilities.</p>
48
PJ, Fr Thomas, and G. Visvanathan. "Leadership Behaviour Of The Heads Of Higher Secondary Schools In Kerala." Ushus - Journal of Business Management 8, no. 2 (June 10, 2009): 46–54. http://dx.doi.org/10.12725/ujbm.15.5.
Full textAbstract:
Leadership is the ability to inspire confidence and support individuals who need to achieve administrative goals. Leading is the major role of the Head of an institution. Leadership is expected to deal with change, inspiration, motivation, and influence. Task and relational behaviours of the Heads of higher secondary schools should equally be embedded for effective administration. Therefore an attempt has been made to ascertain the leadership behaviour of the Heads of higher secondary schools in Kerala. The investigators used simple random sampling technique for selecting the sample of 1500 higher secondary school teachers to study the leadership behaviour of the Heads. The main objective of the study is to find out whether there is any significant difference in respect of leadership behaviour of Heads of higher secondary schools with respect to gender, locality and type of management. This study revealed that there is significant difference between male and female Heads of higher secondary schools with respect to their leadership behaviour and no significant difference is found between rural and urban Heads, government and private higher secondary school Heads with respect to the leadership behaviour. It is found that male heads of higher secondary schools have higher leadership behaviour. Therefore female heads of higher secondary schools should be suitably trained for effective leadership behaviour
49
Stefanescu, Cristian, and Monica Logofatu. "SATISFACTION OF HUMAN RESOURCES IN SECONDARY SCHOOLS FROM ROMANIAN RURAL AREAS." EURASIAN JOURNAL OF BUSINESS AND MANAGEMENT 5, no. 2 (2017): 1–10. http://dx.doi.org/10.15604/ejbm.2017.05.02.001.
Full text
50
Xu, Jianzhong. "Family Help and Homework Management in Urban and Rural Secondary Schools." Teachers College Record 106, no. 9 (September 2004): 1786–803. http://dx.doi.org/10.1111/j.1467-9620.2004.00405.x.
Full text