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Shuman, Aaron. "Rural High School Principals: Leadership in Rural Education". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/71544.
Pełny tekst źródłaEd.D.
Educational leadership has been the focus of many studies; however, leadership does not occur in a vacuum. Understanding the context in which it occurs will in turn help to explain the phenomenon itself. Rural communities in the United States have many differences when compared to urban and suburban areas. Twenty-eight percent of schools in the United States are rural, and within those rural districts seven million students attend schools (Sherwood, 2001). Even with the large number of rural schools, there are significant deficiencies in rural research, including available raw data (Sherwood & Arnold, 2001, 2004). Moreover, when research is done, the rural context is almost always seen as a limitation (Howley & Howley, 1999). Many times research that is conducted in urban and suburban settings is generalized to the rural setting. Ethical educational leadership is drawing increased attention in research. The bulk of ethical decision-making research has focused on administrators in urban and suburban settings. The rural context is silent when one looks to ethical leadership work. This study explores four rural high school principals' perceptions of how the rural context influences their ethical leadership, career aspirations and advancement opportunities. This study also explores the principals' perceptions about their personal history and their gender to determine whether either has been a hindrance or a help to their leadership in the rural context. A case study methodology was utilized while conducting this study. Over a twelve month period; 18 site visits were conducted at four rural high schools in central Pennsylvania. Twelve semi-structured interviews were conducted along with eight days of shadowing to explore the respondents' perceptions on leading in the rural context. The findings indicate that the respondents of this study did perceive differences in the rural context as compared to urban and suburban areas. Those differences were perceived by the respondents to have an impact on their work as educational leaders. This study suggests that the principals' personal histories impact their leadership within the rural context. All of the respondents lead in districts where they once attended school. This phenomenon strengthened the impact of social reproduction as the principals struggled to maintain a way of life that they valued, while competing with the ideals of the educational institution. The principals maintained programs with a focus on local interests such as logging, shop programs, fish farming and agriculture education. They did this with limited resources and at the expense of offering other programs. Students entering these programs often ended their formal education with high school. They entered the local economy and reproduced their parents' class position in the wider society. The principals' ties to their communities impacted their expectations for students in their schools. This study suggests that the rural context impacts opportunities for advancement. While opportunities for advancement were perceived to be present, they often required principals to move their families due to geographic distance. None of the respondents were willing to relocate to take advantage of opportunities. Gender barriers were rampant within the rural context. The two female principals had experienced gender discrimination. The two male candidates acknowledged gender barriers in their districts. All the respondents affirmed that the stereotype for a high school principal in their respective districts was a male. The principals used multiple paradigms when solving difficult ethical decisions, and their personal history influenced the paradigms they used most frequently. The respondents all used the ethic of care and critique more than the ethics of justice and the profession. Critical life incidents shared by the principals were from a caring or critical perspective and tied to the paradigms they used most frequently. Competing values about the educational mission of the school, the purpose of school and social mobility of students were found to impact leadership.
Temple University--Theses
Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.
Pełny tekst źródłaThe purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.
Jepbarova, Dilyara. "Returns to education in rural America /". View online, 2009. http://repository.eiu.edu/theses/docs/32211131527708.pdf.
Pełny tekst źródłaAddington, James R. "Education and Development in Rural Appalachia: An Environmental Education Perspective". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299705241.
Pełny tekst źródłaMahan, Camilla. "Home-Grown Teachers: Will Their Rural Roots Keep Them in Virginia's Rural Schools". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2082.
Pełny tekst źródłaFlowers, Lena Butler. "Health education in the Black Rural Church". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3277.
Pełny tekst źródłaFenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China". Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.
Pełny tekst źródłaMallon, Philip. "Impact of innovation in science education on small rural secondary education". Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241993.
Pełny tekst źródłaKelly, Tony Nelson. "Readings from a life : rural educators read our rural selves". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115610.
Pełny tekst źródłaWhite-Davison, Patricia A. M. "Rural Views: Schooling in Rural/Remote Communities". Thesis, Griffith University, 1999. http://hdl.handle.net/10072/367842.
Pełny tekst źródłaThesis (Masters)
Master of Philosophy (MPhil)
School of Cognition, Language and Special Education
Arts, Education and Law
Full Text
Myers, Sandra Campbell. "Comprehensive Sex Education in a Rural School District". Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1391689957.
Pełny tekst źródłaGillis, Lawanda P. Liston Delores D. ""Courageous conversations" rural south Georgia teachers reflecting on the role of race and racism in the education of rural south Georgia students /". Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/lawanda_p_gillis/gillis_lawanda_p_200908_edd.pdf.
Pełny tekst źródłaHeffley, David P. "A video documentary on selected Pennsylvania one-room schools past and present /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
Pełny tekst źródłaSource: Masters Abstracts International, Volume: 45-06, page: 2783. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves).
Foster, Tamara Andrews. "An Exploration of Academic Resilience Among Rural Students Living in Poverty". Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560885.
Pełny tekst źródłaThis qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure.
Resilience research has revealed both external and internal protective factors that serve to buffer against the effects of risk factors. Specific to academic resilience, individual attributes have been determined to provide significant internal support to students. External protective factors for students related to the family, school, and community have also been identified. By understanding these external protective factors as they are perceived by students, educators may develop policy and practice to support academic resilience.
The study employed multicase methodology using phenomenological interviews. Participants included six students who demonstrated academic resilience. Triangulation of data sources included in-depth, semistructured interviews with six students and a former teacher of each student, verbatim transcription of all interviews, a document review, and personal observations.
Findings revealed protective factors of connections, expectations, experiences, and instruction supported school success in rural students living in poverty.
Carvalho, Sandra Maria Gadelha de. "Rural education: PRONERA, a public policy in development". Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7634.
Pełny tekst źródłaO alto Ãndice de analfabetismo nas Ãreas de assentamento em nosso paÃs levou o Movimento dos Trabalhadores Rurais Sem Terra (MST) a lutar por uma educaÃÃo do campo expressa em proposta polÃtico-pedagÃgica prÃpria, desde a dÃcada de 1990. No tocante à educaÃÃo de Jovens e Adultos (EJA), a partir da sua iniciativa, constituiu-se em vÃrios Estados brasileiros o Programa Nacional de EducaÃÃo na Reforma AgrÃria (PRONERA), voltado para alfabetizaÃÃo de adultos e escolarizaÃÃo dos professores que atuam no assentamento. No Cearà este programa tem sido efetivado em parceria com ÃrgÃos governamentais e universidades publicas estaduais e federal. Esta investigaÃÃo teve como objetivo analisar o PRONERA avaliando em que medida representou uma polÃtica pÃblica de EJA no campo, com base na experiÃncia do Assentamento Santa BÃrbara, no municÃpio de Caucaia, CearÃ, no perÃodo de 1999 a 2005. Os dados empÃricos foram colhidos mediante de entrevista, conversas informais e dinÃmicas de grupo com professores, alunos e coordenadores da EJA. Realizaram-se tambÃm observaÃÃo em sala de aula e pesquisa bibliogrÃfica e documental sobre o PRONERA. Conforme constatou-se, nas trÃs salas do EJA no assentamento integradas ao PRONERA, desenvolveram-se as aulas com diversas dificuldades, tais como: locais inadequados, insuficiÃncia de materiais pedagÃgicos, atrasos nos repasses de verbas no programa e atà problemas de visÃo dos alunos mais idosos. Todavia professores e alunos tÃm perseverado e refletido coletivamente nas salas sobre os problemas do assentamento, chegando-se a debater sobre os projetos de geraÃÃo de renda, como piscicultura e apicultura. Com o PRONERA, aconteceu significativo avanÃo do setor de educaÃÃo no assentamento, expresso na conclusÃo do Curso de Pedagogia por oito professores que là residem e trabalham, isto possibilitou a constituiÃÃo do NÃcleo de EducaÃÃo Infantil, e a ampliaÃÃo da oferta educacional de 5 a 8 sÃries em regime supletivo. A parceria vivenciada no PRONERA entre o MST e instituiÃÃes estatais, como: MinistÃrio de Desenvolvimento AgrÃrio (MDA), Instituto Nacional de ColonizaÃÃo e Reforma AgrÃria (INCRA â CearÃ), Universidade Federal do Cearà (UFC) e Secretaria da EducaÃÃo BÃsica do Cearà (SEDUC) significou aprendizado para todos em relaÃÃo à vivÃncia dos conflitos, delimitaÃÃo de papÃis e funÃÃes, e confrontos de saberes sociais e conhecimentos sistematizados. Evidencia-se o PRONERA como uma polÃtica pÃblica em construÃÃo, revelando que a relaÃÃo sociedade civil/Estado instituÃda nesse processo à fundamental à efetivaÃÃo da democracia, tanto pela garantia do direito à educaÃÃo, quanto pela ampliaÃÃo da esfera pÃblica estatal constituÃda pela participaÃÃo dos movimentos sociais na gestÃo da polÃtica.
Since the 1990Âs, landless workers movement (MST) have fought for rural education guaranteed by a political pedagogical proposal due to the high illiteracy rate in the areas of land settlement in Brazil. Regarding the Education of Youth and Adults (EducaÃÃo de Jovens e Adultos âEJA),several Brazilian States integrated the National Education Program in Agrarian Reform Areas (PRONERA), which focuses on adult literacy and Basic education of teachers that are working in land settlements. This program has been conducted in parternship with government agencies and State and Federal Universities of CearÃ. This research aimed to analyze PRONERA evaluating how representative it is regarding public policies, specifically EJA in Rural Areas. This was based on the experience developed in Santa BarbaraÂs rural settlement within the municipality of Caucaia-CearÃ, from 1999 to 2005. Empirical data were collected through interviews, informal conversations and group activities with teachers, students and coordinators of EJA. There were also classroom activities and research on basic literature and documents about PRONERA. The diversity of courses was developed with many difficulties, such as: inadequate places, poor teaching materials, including vision deficiencies for the elderly and delays in fund transfers for the program. These problems were observed in three EJAÂs classrooms. In spite of mentioned difficulties, teachers and students have persevered and collectively reflected the land settlementâs problems in classroom, such as fish farming and beekeeping for income raising. PRONERA has generated a significant improvement in the education of Santa BarbaraÂs settlement and has brought the opportunity of eight teachers receiving the degree in the Pedagogy Course. This enabled the creation of the Center for Childhood Education and increased the number of enrollments from the 5th to th 8th grade in the supplemental educational system. The partnership among MST and state institutions such as: the Ministry of Agrarian Development (MDA), the National Institute of Colonization and Agrarian Reform (INCRA - CearÃ), the Federal University and State University of Cearà (UFC/ UECE) and the Department of Basic Education of Cearà (SEDUC), experienced by PRONERA, induced a significant learning for all the land settlers. This was expressed in relation to the experience of land conflict, definition of roles and functions, and the confrontation of social and scientific knowledge. It is clear that PRONERA as a public policy in development is, in fact, revealing the relationship between civil society and State. This has been crucial to democracy, both guaranteeing the right to education and expanding the public sphere with the participation of State and social movements in policy management.
Osman, M. Shariff. "Reading for Development: The Somali Rural Literacy Campaign of 1975". Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330305397.
Pełny tekst źródłaHany, 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.
Pełny tekst źródłaTheuri, Emma Wanjiru. "The relevance of education to the socioeconomic development needs of rural people : the case of Kenya /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841190.
Pełny tekst źródłaCornwell, Ken W. "New Perspectives on Rural Educational Inequality". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398334162.
Pełny tekst źródłaStewart, Donald J. "Rural students-urban schools: Rural students' experiences of computing in their urban post-compulsory education". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36676/1/36676_Digitised%20Thesis.pdf.
Pełny tekst źródłaRhodes, 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.
Pełny tekst źródłaDuncan, Sharon. "Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10019998/.
Pełny tekst źródłaNoble, Steven Edward. "Rural adult popular education performatively inquiring into psychiatric experiences". Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/38343.
Pełny tekst źródłaEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Zhou, Xiang. "Economics of education in rural China : two experimental studies". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7513/.
Pełny tekst źródłaKirke, A. "Education in interwar rural England : community, schooling and voluntarism". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1545142/.
Pełny tekst źródłaSheffield, Jennifer Smith. "Teacher Attitudes Towards Gifted Education in Rural School Districts". TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2077.
Pełny tekst źródłaLohitwisas, Snong. "Rural Women and Development: A Study of Factors Affecting Participation of Rural Women in Nonformal Education Programs in Thailand". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332700/.
Pełny tekst źródłaNajera, Tracy Lynch. "Confirming Predictors of Rural Teacher Expectancy". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483207201025816.
Pełny tekst źródłaMims, Pamela J., James Fox i A. Baxter. "Teacher Support Program: Reducing Special Education Teacher Attrition in Rural Settings". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/177.
Pełny tekst źródłaSheek, James L. "Rural students, aspirations, motivation, and music education why don't more rural students make it to college? /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1400/umi-uncg-1400.pdf.
Pełny tekst źródłaTitle from PDF t.p. (viewed Oct. 22, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 153-159).
麥國樑 i Kwok-leung Mak. "Urban and rural education policies and reform in post-Mao China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976347.
Pełny tekst źródłaSmith, Holly Angela. "An Investigation of Rural Elementary General Music". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400462653.
Pełny tekst źródłaDwyer, Carolyn. "Rural Education Philanthropy: A Case Study of Need and Opportunity". ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/963.
Pełny tekst źródłaHendrickson, Katie A. "Student Perceptions of School: Resistance in Rural Appalachia". Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275443264.
Pełny tekst źródłaAgubokwu, Vincent Okereke. "Student perceptions of safety at urban, suburban, and rural community colleges". Thesis, Morgan State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240156.
Pełny tekst źródłaThe purpose of this quantitative research was to investigate student perceptions of safety at urban, suburban, and rural community colleges using three community colleges in the mid-Atlantic region. The study also examined the demographic variables (gender, race, age group, academic classification, and the geographic location). This quantitative study employed causal comparative methods to analyze data from the survey instrument on campus safety. Participants in this study were from urban, suburban, and rural community colleges in the Mid-Atlantic Region. SPSS was used to conduct the analysis. Descriptive statistics were used to analyze the demographic variables. Analyses of variance (ANOVA) were employed to test the null hypotheses at an alpha level of .05. The Kruskal Wallis was also conducted to reaffirm any significance the ANOVA test found or find significance where the ANOVA did not. The result of this study indicated that male and female students, freshmen and sophomore, and students of different races and age groups have the same perceptions of fear of crime on campus. Students from urban, suburban, and rural community colleges also perceived fear of crime the similarly. Female students were more likely than their male counterparts to perceive the likelihood of being victimized despite the geographical location. Students’ age group, racial makeup, or academic standing (freshmen and sophomore) did not differ in their perception of likelihood of being victimized. Students who were from different geographic locations had different perceptions when it came to the likelihood of being victimized on campus. Tukey Post hoc comparison suggests that suburban and rural community college students’ perceptions differed from those of urban community college students in terms of likelihood of being victimized but were not significantly different otherwise. The results of this study have contributed to the body of research on community college students’ perceptions of safety.
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.
Pełny tekst źródłaHistorically, 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.
Au, Wong Wai-yin. "The provision of small rural schools in Hong Kong : its 'cost' and 'effectiveness' /". Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1389061X.
Pełny tekst źródłaLally, Eileen Marie. "A Survey Of Gifted Program Administration In Rural Alaska". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3271.
Pełny tekst źródłaGrobler, Lidalize. "Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60943.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
Groves, Amanda. "Exploring social class and the rural/urban dichotomy : a critical approach to rural community college student empowerment through composition /". View online, 2009. http://repository.eiu.edu/theses/docs/32211131565115.pdf.
Pełny tekst źródłaStephenson, Jessica R. "Salamanders and Science: Place-based Environmental Education in Rural Appalachia". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96552.
Pełny tekst źródłaDoctor of Philosophy
Environmental education is often overlooked and under-researched, particularly in rural areas. The purpose of this study was to examine a long-running summer educational program in Appalachia that teaches students about local environmental issues through hands-on scientific field research. This study examined the long history of the program, how the curriculum has changed throughout the years, what teachers believe is important about the curriculum they teach, and ultimately what students learn from the program. In this rural community, the opportunity to learn science by doing science is an important aspect of this program, as is the opportunity to learn about local environmental issues that ultimately have global consequences.
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.
Pełny tekst źródłaDuring 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.
Williams, Blair A. "Rural School String/Orchestra Programs: Profile and Recommendations". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461086972.
Pełny tekst źródłaLane, Michael A. Baker Paul J. "No Child Left Behind implementation challenges for the rural public school district superintendent /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134071&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705329&clientId=43838.
Pełny tekst źródłaTitle from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.
Weller, Susan. "Teenage citizenship geographies : rural spaces of exclusion, education and creativity". Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/5556.
Pełny tekst źródłaMiller, Sheila. "Determinants of parental attitudes regarding girls' education in rural India". CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4155.
Pełny tekst źródłaXiao, Xiameng. "A Changing in Rural Education in China - Guizhou Forerunner College". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/180.
Pełny tekst źródłaBobillier, Claude Walter. "Education for community participation in rural development in the Sahel". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020162/.
Pełny tekst źródłaYasin, M., Florence M. Weierbach i Jerrilyn S. Brehm. "Expanding Prelicensure Education to Rural and Vulnerable Clinics in Appalachia". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7396.
Pełny tekst źródłaZhao, Kai. "Rural-urban Disparities in Chinese Higher Education: Access and Experiences". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563464548492844.
Pełny tekst źródła