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Artykuły w czasopismach na temat „Rural education”

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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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1

P. Sunitha, P. Sunitha, i V. Sreedevi V. Sreedevi. "Rural Education – In India". Indian Journal of Applied Research 3, nr 12 (1.10.2011): 241–43. http://dx.doi.org/10.15373/2249555x/dec2013/71.

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Chothani, Sumitaben K. "Rural Education in India". Indian Journal of Applied Research 3, nr 3 (1.10.2011): 369–70. http://dx.doi.org/10.15373/2249555x/mar2013/126.

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Sanghaik, Gopal Krishan. "Rural Development Education". Indian Journal of Public Administration 56, nr 3 (lipiec 2010): 669–78. http://dx.doi.org/10.1177/0019556120100323.

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Polivka, Barbara J. "Rural Sex Education." Public Health Nursing 13, nr 6 (grudzień 1996): 425–33. http://dx.doi.org/10.1111/j.1525-1446.1996.tb00270.x.

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Pini, Barbara, i Kalwant Bhopal. "Racialising rural education". Race Ethnicity and Education 20, nr 2 (7.12.2015): 192–96. http://dx.doi.org/10.1080/13613324.2015.1115620.

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Leversha, Anne. "Rural Health Education". Australian Journal of Hospital Pharmacy 29, nr 2 (kwiecień 1999): 117. http://dx.doi.org/10.1002/jppr1999292117.

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Genglin, Gu. "Rural adult education". New Directions for Adult and Continuing Education 1988, nr 37 (1988): 23–31. http://dx.doi.org/10.1002/ace.36719883705.

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矫, 禄婷. "Research on Rural Preschool Education in the Context of Rural Education". Advances in Education 13, nr 10 (2023): 7821–26. http://dx.doi.org/10.12677/ae.2023.13101214.

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Barter, Barbara. "Rural education: learning to be rural teachers". Journal of Workplace Learning 20, nr 7/8 (12.09.2008): 468–79. http://dx.doi.org/10.1108/13665620810900292.

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Strasser, Roger, Ian Couper, John Wynn-Jones, James Rourke, A. Bruce Chater i Steve Reid. "Education for rural practice in rural practice". Education for Primary Care 27, nr 1 (2.01.2016): 10–14. http://dx.doi.org/10.1080/14739879.2015.1128684.

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Kilgour Anderson, Patricia. "Rural Adult Education: Reflections of a Student Educator". Canadian Journal for the Study of Adult Education 18, nr 2 (1.11.2004): 44–56. http://dx.doi.org/10.56105/cjsae.v18i2.1834.

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This essay takes the reader through the 20-year personal journey of the author as an adult student and subsequently an adult educator in rural Alberta. Six "truths" learned by the author about returning adults in rural settings are presented, and challenges to rural adult education discussed. Résumé Cet essai fait revivre au lecteur les 20 ans de l'auteure à titre d'apprenante adulte, puis de formatrice, dans une région rurale de l'Alberta. L'auteure présente six « vérités » apprises aufil des ans sur les adultes qui reviennent sur les banes d'école dans les régions rurales. Elle énonce aussi les défis que revêt l'éducation aux adultes en milieu rural.
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SINGH, KUMAR BIGYANANAND. "Empowering Rural Women – the Higher Education Way". International Journal of Scientific Research 3, nr 7 (1.06.2012): 1–3. http://dx.doi.org/10.15373/22778179/july2014/184.

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Williams, David M., Daniel L. Thomas i Zeyad Sallami. "Rural Postgraduate Medical Education". Academic Medicine 92, nr 1 (styczeń 2017): 11–12. http://dx.doi.org/10.1097/acm.0000000000001489.

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Knight, J. Pat, Cheryl S. Knight i Arthur Quickenton. "Education in Rural Schools". Educational Forum 61, nr 1 (31.03.1997): 84–89. http://dx.doi.org/10.1080/00131729609335229.

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EWING., JAMES. "EDUCATION IN RURAL AREAS". Journal of proceedings of the Agricultural Economics Society 6, nr 1 (5.11.2008): 74–89. http://dx.doi.org/10.1111/j.1477-9552.1940.tb01895.x.

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Barke, Michael. "Education and rural development". Journal of Rural Studies 3, nr 3 (styczeń 1987): 288–89. http://dx.doi.org/10.1016/0743-0167(87)90086-6.

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Harrington, Graham. "Rural Education in Tasmania". Australian and International Journal of Rural Education 7, nr 2 (1.07.1997): 21–24. http://dx.doi.org/10.47381/aijre.v7i2.422.

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The general perception of many mainlanders is that rural education in Tasmania does not exist because of the small size of the state. However, this perception ignores important geographical factors such as topography and the distribution of population. The result is that Tasmania does in fact have a significant rural education sector, covering distinct areas such as the West Coast, Bass Strait Islands, Midlands, the Channel and North East and East coasts - in fact most areas outside the 'islands of urbanisation'. Although the overall Australian population is increasing, the rate is very different State by State. If current trends continue, the population in Queensland will increase by over 80% by the year 2041, while in Tasmania it will increase by only 15% in the same period. Tasmania's present growth rate is low (at 0.21 %) compared to 1.06% for Australia as a whole. Tasmania's proportion of the Australian population will therefore drop from 2.7% in 1995 to 2.0% by 2041. At present the school population in Tasmania is relatively stable. Up to the year 2000 the overall numbers will be approximately the same, although there will be a decrease in secondary students (20,570 in 1996 to 18,150 in 2000) and an increase in both senior secondary (8980 in 1996 to 10,350 in 2000) and primary students (35,710 in 1996 to 36,760 in 2000). Much of this discrepancy was caused by the policy change resulting in every student having a Preparatory year from 1993. This effectively meant that a reduced cohort of students progressed to Year 1 in 1993, while an increased cohort remained in Preparatory. The difference was not as great as had been predicted because the policy was not rigidly enforced, with some parents choosing to send their children straight to Year 1 in that first year. Commonwealth grants to the States as a share of Commonwealth taxes have fallen from 35.7% in 1982/83 to 27.7% in 1995/96 and when compared with GDP growth, grants to the States have declined 21 % since 1982/83 (equivalent to a reduction of $8.9 billion in 1995/96 terms).
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Öhrn, Elisabet, Dennis Beach, Monica Johansson, Maria Rönnlund i Per-Åke Rosvall. "Rural Education and Integration". Australian and International Journal of Rural Education 33, nr 2 (26.07.2023): 1–15. http://dx.doi.org/10.47381/aijre.v33i2.417.

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In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.
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Chhaya, M. P. "Book Review: Education: Education and Rural Development". India Quarterly: A Journal of International Affairs 43, nr 2 (kwiecień 1987): 186–90. http://dx.doi.org/10.1177/097492848704300217.

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Depeng, Zhang, i Shi Zhenlei. "Urban-rural Comparison of Children’s Education Investment in Compulsory Education". E3S Web of Conferences 214 (2020): 03049. http://dx.doi.org/10.1051/e3sconf/202021403049.

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Family education investment is an important mechanism that affects the stratification of urban and rural education in China. This article analyzes the urban-rural gap in China’s family education investment and focuses on comparing the two levels of family education expenditure and education participation. The study found that the total expenditure for children ‘s education in urban households during compulsory education is higher than that in rural households, and the gap between the two in terms of extra-school tutoring expenditure is even greater. In terms of family education participation, the education participation behavior of urban families among children of compulsory education stage is more frequent, and the counseling time is longer than that of rural families. Rural families’ care for their children’s life and learning is significantly weaker than urban families. The comparative study of urban and rural family education investment in this article is helpful to understand the formation of urban and rural education inequality, and to grasp the specific differences between urban and rural family children’s education investment in compulsory education stage.
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J. Yellaiah, J. Yellaiah, i Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education". Indian Journal of Applied Research 3, nr 3 (1.10.2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

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Yatim, Leila, i Fernando José Martins. "From Rural Education to Countryside Education: advances and challenges in Brazil". Emerging Trends in Education 6, nr 12 (2.01.2024): 31–41. http://dx.doi.org/10.19136/etie.a6n12.5699.

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Brazil shared the nomenclature of rural education, as is common in most countries, effectively in Latin America. There was a nominal change to Countryside Education, in the field of social practices and in the official, documental and formal field in the educational system. This article seeks to highlight the foundations for such a change, which finds its basis in rural social movements. The work is carried out by a bibliographic review on the subject, and a documental review, both in official documents of the Brazilian State, and in the documents issued by the collective organization of the movement “for a rural education”. The change is qualitative, because from it, a perspective of the right to education for rural people is inserted in the praxis of rural schools, the relationship of the school with the community, with the territory and with local development. It is possible to conclude that the change of nomenclature is not enough to overcome the inequalities of rural education, but rather a movement.
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Jain, Paras. "Women Education in Rural India". International Journal of Social Sciences and Humanities 1, nr 1 (17.02.2017): 19–23. http://dx.doi.org/10.21744/ijssh.v1i1.12.

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Jain, Paras, Rishu Agarwal, Roshni Billaiya i Jamuna Devi. "Women education in rural India". International journal of social sciences and humanities 1, nr 1 (17.02.2017): 21–26. http://dx.doi.org/10.29332/ijssh.v1n1.12.

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In India, the status of the girl child has been a subject of much discussion, contro­versy, and debate. From the start, girl children are seen as burdens rather than blessings, bearers of exorbitant dowries, who will eventually move into the homes of their husbands. There are some overwhelming cultural and economic reasons why female children are not receiving the same medical, emotional, and educational attention as their male counterparts. The result is a low literacy rate among women in rural areas. There has been an increasing proportion of women, who are literate in just 20 years. Despite the improvements, there continues to be a large gap between the educational levels of men and women in rural India. The present study is focused on status, causes, and recommendations for rural women education.
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Barter, Barbara G. "Rural Schools and Distance Education". International Journal of Information and Communication Technology Education 7, nr 1 (styczeń 2011): 33–45. http://dx.doi.org/10.4018/jicte.2011010104.

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In 2006, the author began research on current issues in rural education in which teachers recounted narratives of teaching. As deficits, they spoke of an inability to retain teachers, too little diversity in student programming, and lack of access to extra-curricular activities. They also noted challenges brought on by education reform that increased the use of distance education and long distance bussing. Positively, teachers mentioned how much they cared about their students and their school. They were proud of how they worked hard to meet student and community needs. This paper discusses teacher experiences with distance education and the use of the technology required for the delivery of such programs. Teachers urged that distance education must hold a dominant place of importance in the delivery of a well-rounded education to children in rural areas but that such a focus also requires a variety of supports to schools.
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Meriweather, Suzanne, i Frances A. Karnes. "Gifted education in rural areas". Rural Special Education Quarterly 7, nr 2 (wrzesień 1986): 10–14. http://dx.doi.org/10.1177/875687058600700203.

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Brown, David W., i Walter G. Mcintire. "Leadership in Rural Special Education". Rural Special Education Quarterly 14, nr 2 (czerwiec 1995): 17–24. http://dx.doi.org/10.1177/875687059501400204.

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In this paper the changing expectations Americans have for their schools, the challenges for providing leadership in rapidly changing rural school settings, and the changing nature of students served in rural schools are explored. It is suggested that the Individual Education Plan (IEP) process developed by special educators for special education students can be a model for educational planning for all students, given the nature of group cohesion that results from having a common goal.
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Resto, Margaret, Karen Huss, Marilyn Winkelstein, Barbara Calabrese, Richard Huss, Arlene Butz, Francine Lampros-Klein i Cynthia Rand. "Asthma education in rural communities". Clinical Excellence for Nurse Practitioners 5, nr 3 (maj 2001): 168–74. http://dx.doi.org/10.1054/xc.2001.23124.

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Clayton, Lucy. "HIV Education in Rural China". Promotion & Education 12, nr 1 (marzec 2005): 19–20. http://dx.doi.org/10.1177/175797590501200103.

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Howley, Craig B. "Studying the Rural in Education". education policy analysis archives 5 (30.04.1997): 12. http://dx.doi.org/10.14507/epaa.v5n12.1997.

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This essay maintains that nation-building, partly through systems of schooling, has served rather more to debase than improve the rural circumstance. It suggests that a different logic of improvement is needed in rural education, but refrains from prescriptions. Instead, it focuses its attention on the sort of questions that researchers (and school improvers, for that matter) might ask to discover or invent that logic variously. It draws a distinction between cosmopolitan and local interests and provides examples of issues that exhibit the distinction. Finally, it suggests and provides hypertext links to sources in sociology, literature, philosophy, and education that might help educational researchers (and anyone else with an interest in "the rural") ground their studies and their actions in issues that honor rural interests. I remind readers that the very word "essay" means "tentative."
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Katsivo, Melanie Nyambura. "Health education in rural kenya". Psychology & Health 12, nr 1 (listopad 1996): 43–48. http://dx.doi.org/10.1080/08870449608406920.

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Raymaekers, Erik, i Myriam Bacquelaine. "Basic education for rural development". Prospects 15, nr 3 (wrzesień 1985): 455–70. http://dx.doi.org/10.1007/bf02196647.

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Zuckerman, Randall S. "Rural surgery and surgical education". Surgical Endoscopy 22, nr 7 (24.04.2008): 1592. http://dx.doi.org/10.1007/s00464-008-9838-7.

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Wines, Maria. "Nursing Education in Rural Environments". Comprehensive Psychology 5 (15.03.2016): 216522281663332. http://dx.doi.org/10.1177/2165222816633322.

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Shankar, Pathiyil Ravi. "WONCA rural medical education guidebook". Janaki Medical College Journal of Medical Science 6, nr 1 (16.07.2018): 55–57. http://dx.doi.org/10.3126/jmcjms.v6i1.20577.

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Couper, Ian. "Strategies in Rural Medical Education". South African Family Practice 46, nr 1 (styczeń 2004): 32. http://dx.doi.org/10.1080/20786204.2004.10873031.

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Thompson, Paul B., i Douglas N. Kutach. "Agricultural ethics in rural education". Peabody Journal of Education 67, nr 4 (czerwiec 1990): 131–53. http://dx.doi.org/10.1080/01619569009538704.

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Karodia, Anis Mahomed, Tajna Maharaj i Nolwazi Dlamini. "Rural Education and Economic Development". Singaporean Journal of Business , Economics and Management Studies 2, nr 4 (listopad 2013): 47–55. http://dx.doi.org/10.12816/0003872.

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Ewers, Julie. "Australian Rural Education Award 1995". Australian and International Journal of Rural Education 6, nr 1 (1.03.1996): 25–27. http://dx.doi.org/10.47381/aijre.v6i1.404.

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As a parent involved at Lucindale Area School, and on behalf of Lucindale Area School and the community, I gladly accept this award and thank SPERA for choosing our school to be the winner of this award. What has happened at Lucindale Area School definitely enhances education and does demonstrate a commitment towards advancing the positive aspects of rural education. This award acknowledges the success we have achieved in solving our initial problems, it also acknowledges the very hard work carried out by our Principal, staff, parents, students and community members. Lucindale is as the name implies, a school comprising of students from reception through to year 12. Our current enrolments are around 270. There are just over 70 secondary students. It is situated in the small rural township of Lucindale, a population of about 490 people. The nearest town is Naracoorte with a population of 5,000 - 42 kilometres away). Our largest closest regional town is Mt. Gambier, 120 kilometres away with a population of 23000. So we are very small and very rural.
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Shah, Saeeda, i Umbreen Shah. "Girl Education in Rural Pakistan". International Journal of Sociology of Education 1, nr 2 (25.06.2012): 180–207. http://dx.doi.org/10.4471/rise.2012.10.

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Girl Education is a global issue. Many reports and papers, including UNESCO reports on gender monitoring and education highlight the intensity of the challenge across the world. It is underpinned by myriad factors ranging from a genuine desire on the part of the family to protect and safeguard the girls in specific contexts to cultural determinants, social manipulations, gender discrimination, economic priorities, religious interpretations, political exploitations, vested interests, and simple pragmatics, among many others. However, the nature of these factors and their combinations vary in diverse societies influenced by dominant cultural and belief systems, as well as by the economic parameters.Girl education in rural Pakistan is a serious cause of concern. In some regions, the literacy gap between men and women is as large as 45 percentage points (Simons, 2007). It is alarming that in Pakistan, 47 percent of all girls never enrol in a school (McCutcheon, 2007). Economic imperatives emerge as a significant factor but the feudal patriarchal structure of the society (Mernissi, 1991; Shah and Conchar, 2008; Weiss, 1994), religious discourses (Al-Hibri, 1982; Talbani, 1996), gendered roles and stereotyping (Griffin, 2006; Shah, 2008), entrenched traditions and practices underpinned by public/private divide (Afshar, 1991; Seller, 1996; Shah, & Conchar, 2007) and a lack of relevant effective responsive policies exacerbate the situation. This paper attempts to debate the issue, inviting to respond to legitimate concerns, to involve all stakeholders, to solicit social mobilisation, to remove practical barriers, to facilitate acceptable structures, and to ensure effective outcomes. The underlying argument is that ensuring education for girls is crucial, not only for resolving gender inequities, but it is also critical for combating with personal and national poverty.
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Ritchey, Jeffrey A. "Rural adult education: Current status". New Directions for Adult and Continuing Education 2008, nr 117 (2008): 5–12. http://dx.doi.org/10.1002/ace.281.

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Mott, Vivian W. "Rural education for older adults". New Directions for Adult and Continuing Education 2008, nr 117 (2008): 47–57. http://dx.doi.org/10.1002/ace.285.

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Ritchey, Jeffrey A. "Rural adult education: Future directions". New Directions for Adult and Continuing Education 2008, nr 117 (2008): 93–98. http://dx.doi.org/10.1002/ace.289.

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Bock, Marj, Mari Caballero i Kelly O'Neal-Hixson. "Special Education Teachers in Residence". Educational Renaissance 10, nr 1 (2.11.2021): 32–47. http://dx.doi.org/10.33499/edren.v10i1.181.

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Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article describes the Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. This program established virtual partnerships between the university and numerous rural school districts throughout the state. The article includes a description of the program, evaluation data, and implications for other virtual university/school residency in teaching programs.
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Ekanayake, S. B. "Rural pedgagogy". Prospects 20, nr 1 (marzec 1990): 115–27. http://dx.doi.org/10.1007/bf02195434.

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Tieken, Mara Casey, i Donna M. San Antonio. "Rural Aspirations, Rural Futures: From “Problem” to Possibility". Peabody Journal of Education 91, nr 2 (24.02.2016): 131–36. http://dx.doi.org/10.1080/0161956x.2016.1151733.

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Zhenhua, Wang. "Research on Rural Compulsory Education in the Context of Rural Revitalization". Journal of Education, Teaching and Social Studies 5, nr 3 (9.06.2023): p12. http://dx.doi.org/10.22158/jetss.v5n3p12.

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Rural education has always been a shortcoming in the development of education. As the basic part of rural education, rural compulsory education affects the modern development of education from the root. At present, the development of rural compulsory education in China mainly faces the dilemma of uneven distribution of urban and rural educational resources, low teaching quality, weak educational awareness, and class division of rural families, etc. The strategy of rural revitalization in the new era provides conditions to support and policy guarantee for the development of rural compulsory education, and it is necessary to improve the development of rural compulsory education in terms of integrated planning, realizing education integration, building high-quality teachers, reshaping educational values, joint operation of urban and rural schools, and manifesting rural cultural The development of compulsory education in rural areas should be improved in terms of integrated planning, integration of education, creation of high-quality teachers, reshaping of educational values, joint operation of urban and rural schools, and manifestation of rural culture.
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Fuqua, Melyssa, Robyn Henderson, Cheryl Glowrey i Karl Maton. "Connecting Rural and Urban Education Research". Australian and International Journal of Rural Education 31, nr 3 (26.11.2021): i—iv. http://dx.doi.org/10.47381/aijre.v31i3.323.

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In this special issue of the Australian and International Journal of Rural Education, a collection of international authors considers how their work and experiences in rural education research can inform, and sometimes even improve, urban-based education research. The issue responds to the provocation to shift such perceptions and locate the rural as a key and constituent part of the wider field of education. The articles set out to show connections between the rural and the urban. In doing this, the authors challenge existing notions of a rural-urban divide. They present examples of ruraling, a term coined by Roberts and Fuqua (2021) to explain the move to a rural perspective across the broader field of education. The collective aim of the articles is to demonstrate and speculate how rural education research might rural (using the word as a verb) urban education research.
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Dr. K. Mangayarkarasi, Dr K. Mangayarkarasi. "A Study on Rural Education Status in Tamil Nadu". Indian Journal of Applied Research 2, nr 3 (1.10.2011): 173–74. http://dx.doi.org/10.15373/2249555x/dec2012/54.

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Reid, Jo-Anne, Bill Green, Maxine Cooper, Wendy Hastings, Graeme Lock i Simone White. "Regenerating Rural Social Space? Teacher Education for Rural—Regional Sustainability". Australian Journal of Education 54, nr 3 (listopad 2010): 262–76. http://dx.doi.org/10.1177/000494411005400304.

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