Practices In Rural Schools Research Articles

Effects of a Follow-up PD with Distance-based Peer Instructional Coaching on Secondary Science Teachers’ Inquiry-based Teaching Practices in Rural Schools

ABSTRACT Research has highlighted the significant decline in teachers’ implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of follow-up support. Even science teachers who have participated in intensive PD programs often encounter challenges in integrating new teaching practices into their classrooms. This study investigated the impact of a follow-up PD (PD 2) on 16 rural middle and high school science teachers and their students’ outcomes after their participation in an intensive PD the previous year (PD1). The findings showed that the teachers’ inquiry knowledge and confidence levels in teaching science remained stable or slightly improved up until the end of year 2, comparable to the levels measured at the end of year 1. Moreover, teachers who initially showed lower levels of knowledge and confidence were more likely to revert to their initial status after reaching a certain level during PD1. Regarding student outcomes, the posttest effect sizes for middle school students were substantial and statistically significant in both year 1 and year 2, compared to their pretest scores. While the effect sizes for high school students in year 1 were small, they became larger and significant in year 2. The findings suggest the practical advantages of implementing follow-up PD to provide continued support for teachers’ implementation in subsequent years. Additionally, this study presents a sustainable and cost-effective approach to deliver follow-up support to teachers, namely through a short-term PD accompanied by distance-based peer instructional coaching.

THE EFFECT OF THE PRINCIPAL'S LEADERSHIP STYLE ON THE MOTIVATION AND JOB PERFORMANCE OF TEACHERS IN RURAL SCHOOLS IN CHINA

This research sought to investigate the link between Chinese rural school administrators' leadership philosophies and their employees' level of satisfaction. The researchers examined the connection between job happiness and leadership styles using a variety of ideas. To analyse the data, they used information from 1438 instructors and 151 rural schools. The findings demonstrated that, whereas passive avoidant leadership had a negative correlation with work satisfaction, transformational leadership practices raised teachers' levels of job satisfaction. Additionally, the research found that the emotional aspect of workers' commitment to the organization tempered some relationships between leadership styles and job satisfaction. Certain leadership styles were associated with all components of national culture, except for masculinity. The results suggest that when putting leadership ideas into practice in rural schools, educators and legislators should take these findings into account. To fully comprehend the intricate connection between leadership philosophies and work happiness in remote schools, further investigation is required.

EDUCAÇÃO DIFERENCIADA NAS ESCOLAS DO CAMPO: O CURRÍCULO E O PROJETO PEDAGÓGICO EM DEBATE

The curricular organization and the pedagogical project are discussed as a strategy for the concreteness of a differentiated education in rural schools. We investigated how the rural school can organize its practices from the pedagogical project in the perspective of differentiated education with the intention of meeting the real educational, sociocultural and identity needs of studants in the countryside? How and teachers think about curricular actions that can have an impact on improving the quality of education offered in rural schools? It aims to identify how the curriculum based on respect for diversity can support the production of a pedagogical project as the central axis of differentiated educational practices in rural schools in the Municipality of Gurupá, State of Pará. The research approach is qualitative and was supported by experiences in schools and dialogues with head teachers of rural schools during the supervision activities of Supervised Internships I and IIV of the Rural Education Degree Course. In the reflections elaborated, we highlight the pedagogical project as an identity document for rural schools that needs to be better discussed in the collective of rural communities in Gurupá-PA; regarding the perceptions of education professionals, the necessary relationship they establish between the pedagogical project and the quality of teaching was notorious, as they understand that it is indispensable in the organization of educational actions based on the peasant reality, in order to embody the directions for education of the countryside that forms the value of the subject of the countryside, its traditional knowledge and its place as an educational territory.

Teaching materials in multigrade classrooms: A descriptive study in Spanish rural schools

Teachers in rural schools face the significant challenge of developing teaching materials that support the inclusive and active-participatory methodologies used in multigrade classrooms, and the lack of knowledge and scarcity of specific teaching materials for rural schools has been referred to in various international studies on the subject despite their manifest need. Thus, the aim of this article is to identify and analyse the main teaching materials used by teachers in multigrade classrooms in Spanish rural schools, as well as the criteria that should be taken into account for their selection and elaboration, in order to improve the quality of multigrade teaching and the future creation of inclusive resources. For this purpose, a descriptive study was carried out based on data obtained from an online survey of teachers in Spanish rural schools considering all the autonomous communities (n = 537). The data analysis plan combined descriptive statistics and correlation methodology with inferential statistics. The study showed that teachers prioritise the use of graded and decontextualised teaching materials, such as textbooks, despite the fact that they are not considered the most useful for multigrade teaching. It further reflected the need to know how to adapt or create specific and useful teaching resources for this context. The research also revealed the most valued aspects of teaching materials that teachers consider should guide the creation of multigrade teaching aids, and it underlines the importance of improving teacher training programmes and implementing actions to share resources among teachers. Overall, the new findings reported allow us to know and rethink the teaching materials used and provide key elements to take into account for the future creation of curricular resources for the improvement of educational practices in rural schools.

Improving Access to Safe Water in Rural Schools of Kenya: Qualitative Multisectoral Insights.

Comprehensive strategies in water, sanitation, and appropriate hygiene behaviors can improve school enrolment and improve gender parity disparities. Lack of safe drinking water negatively impacts the social capital of people, especially school-going children in rural areas. In this study, we systematically evaluated and documented evidence on the barriers and facilitators in the access and adoption of safe water practices in rural schools in Laikipia County, Kenya. An ethnographic formative, collaborative implementation research design was used in an iterative and participatory process to evaluate community, socio-economic, and health system-related factors affecting water, hygiene, and sanitation strategies. Qualitative data was collected using key informant interviews (n=5) and focus groups (n=3) from various multisectoral participants. Directed content analysis was used to develop codes, categories, and themes from textual data. Data was organized according to the Promoting Action on Research Implementation in Health Services framework. The findings were classified and described under three key elements: context, evidence, and facilitation. Contextual elements showed an association of diarrhea outbreaks with unsafe hygiene practices compounded by water scarcity. The evidence elements were indicative of the applicability of water backpacks in strengthening handwashing, storage, and transport of water. Facilitation elements indicated evidence of gaps in synergy between the school health and public health systems, necessitating multisectoral collaboration and social capital capacity building. The national and county governments play an imperative role in ensuring access and continuous supply of safe drinking water in schools. This is fundamental in efforts towards reducing social inequalities of health among school-going children and building their social capital. Participatory, collaborative, multisectoral interventions and decision-making are crucial, leveraging on creating local ownership, in meeting the water consumption needs of children and communities in water-scarce regions.

Introduction to Special Issue: Transformative Trauma-Informed Practices in Rural Schools

Introduction to Special Issue: Transformative Trauma-Informed Practices in Rural Schools

Examining Water Use and Sanitation Practices in Rural Schools of Chegutu District, Mashonaland West Province, Zimbabwe

Access to water, sanitation and hygiene (WASH) in schools is integral to the well-being of children and their right to quality education. The study examines water use and sanitation practices of selected rural secondary schools in Ward 11 and 29 of Chegutu District in Zimbabwe. Data were collected using questionnaires, interviews and published data. A total of 81 questionnaires investigating students’ hygiene practices, as well as their perceptions on service delivery, were issued to students. Data collected were analyzed using tables, graphs, pie chart, and descriptive statistics. The study concluded that the present WASH practices in many of the schools were not adequate. The reasons for low water and sanitation coverage included lack of a comprehensive policy and government will to effectively manage water and sanitation services, which to some extent affected the capacity of local authorities and schools to manage water and sanitation supply services in the past years. Despite support by community, civic society and Government, the impact of their contributions remains significant though insufficient. Inadequate capital to support and maintain WASH standards in schools, and lack of monitoring systems remain key challenges. Further support is required to meet international recommendations for healthy and gender-equitable schools.

The Achieving Success Everyday (ASE) Group Counseling Model Applied in Rural Schools: Implications for Future School Counselor Training and Practice

ABSTRACTThere is a critical need for school counselors to understand and support the unique needs of students in rural settings. The school counseling literature around rural school counseling is underdeveloped. In this training article, we describe a partnership between school counselor educators at two different universities to improve school counseling group leadership practice in rural schools using a small group counseling intervention. We include strategies used to prepare school counselors to implement the Achieving Success Everyday (ASE) group counseling model with elementary students in a rural Appalachian community as a training framework. Implications for group leadership training and practice are provided.

The Impact of Nurturing Talent in A Science, Engineering and Technology Programme on Learner Performance in Physical Science

This paper investigated the impact of the Nurturing talent in Science, Engineering and Technology (NSET) programme on teaching practices in rural schools within the Nkowankowa cluster in the Limpopo Province. Though NSET programme focused on Science, Mathematics and Technology, this study will only concentrate on Physical Sciences. Out of the population of 68 Science teachers, 30 participated in the completion of questionnaires and nine were interviewed. A mixed-methods approach with an exploratory design was used in this study to investigate the impact of the NSET programme on learner performance in Physical Sciences (focusing on teacher content and pedagogical delivery). For learners to consistently perform better, then one need to focus on teacher development in terms of content and pedagogy. The model that focuses on teacher development in order to address the performance of learners helps to sustain better results at school than focusing directly on learners since the teachers are likely to interact with more learners and stay at the same school longer. Questionnaires, interviews and document analysis were used as data collection methods. According to the research findings, the NSET programme had a positive impact on both the content and pedagogical delivery of teachers. This was revealed through the confidence educators gained and their ability to come up with new teaching strategies and improved teaching practices. The positive impact of the NSET programme is also noted through learners’ improved academic performance in Physical Science. The NSET programme conducted within the Nkowankowa cluster yielded positive results and the Limpopo Department of Basic Education (DBE) can adopt it as one of the best practices in the development of teachers and improvement of results in their schools.

Development and evaluation of a remote training strategy for the implementation of mental health evidence-based practices in rural schools: pilot study protocol

BackgroundAn increasing number of schools in rural settings are implementing multi-tier positive behavioral interventions and supports (PBIS) to address school-climate problems. PBIS can be used to provide the framework for the implementation of evidence-based practices (EBPs) to address children’s mental health concerns. Given the large service disparities for children in rural areas, offering EBPs through PBIS can improve access and lead to better long-term outcomes. A key challenge is that school personnel need technical assistance in order to implement EBPs with fidelity and clinical effectiveness. Providing ongoing on-site support is not feasible or sustainable in the majority of rural schools, due to their remote physical location. For this reason, remote training technology has been recommended for providing technical assistance to behavioral health staff (BHS) in under-served rural communities.ObjectivesThe purpose of this study is to use the user-centered design, guided by an iterative process (rapid prototyping), to develop and evaluate the appropriateness, feasibility, acceptability, usability, and preliminary student outcomes of two online training strategies for the implementation of EBPs at PBIS Tier 2.MethodsThe study will employ a pragmatic design comprised of a mixed-methods approach for the development of the training platform, and a hybrid type 2, pilot randomized controlled trial to examine the implementation and student outcomes of two training strategies: Remote Video vs. Remote Video plus Coaching.DiscussionThere is a clear need for well-designed remote training studies focused on training in non-traditional settings. Given the lack of well-trained mental health professionals in rural settings and the stark disparities in access to services, the development and pilot-testing of a remote training strategy for BHS in under-served rural schools could have a significant public health impact.Ethics and disseminationThe project was reviewed and approved by the institutional review board. Results will be submitted to ClinicalTrials.gov and disseminated to community partners and participants, peer-reviewed journals, and academic conferences.Trial registrationClinicialTrials.gov, NCT05034198 and NCT05039164

Challenges of Pre-service Teachers in Rural Places of Teaching Practice: A Decolonial Perspectives

Unlike other countries, rural community schools in South Africa are faced with many challenges that hinder them from discharging their academic responsibilities. This study seeks to understand the challenges faced by South African pre-service teachers deployed to rural communities during their teaching practice. This study adopted qualitative research approach and was viewed from a decolonial perspective and lensed using a transformative paradigm within the participatory research design. The participants comprised ten pre-service teachers who underwent their practice in rural schools and were selected using the snowballing method. The participants were asked to reflect on their experiences, especially their challenges during teaching practice. Thematic analysis was employed to make sense of the data based on the objectives of the study. The study found out that rural schools lack basic amenities, physical resources, teaching aids. The study also revealed that language of instruction challenges rural students, and another finding showed that absenteeism and truancy are the major challenges in rural schools. The study concludes that inadequate resources, the language of instruction, absenteeism and truancy are major challenges with recommendations that a concerted effort is needed to decolonise the rural communities and their schools towards transformation.

Digital Access and Experiences Among Communities of Practice in Rural Schools: Strategies to Counterbalance the Digital Divide

Digital Access and Experiences Among Communities of Practice in Rural Schools: Strategies to Counterbalance the Digital Divide

We Have Something to Say: Youth Participatory Action Research as a Promising Practice to Address Problems of Practice in Rural Schools

The purpose of this article is to highlight a critical approach for practice, youth participatory action research, that can be used to invite rural youth to collaborate with school administrators, educators, and community leaders to identify and examine challenges, while building upon the strengths of a school and community to address challenges. Our youth participatory action research project was a collaboration between adult researchers and five students from a rural high school to examine and address postsecondary education access challenges. The adult and student researchers developed and implemented two evidence-based products: (a) a conference and (b) a resource corner in the school library. Student co-researchers demonstrated an increased commitment to the project, development of postsecondary education knowledge, and development as leaders during the project. Our project demonstrates evidence of youth participatory action research being an effective approach to address problems of practice in rural education.

Social representations of artistic practices in rural schools

Representações sociais das práticas artísticas em escolas do campo 
 Este trabalho analisou as Representações Sociais das práticas artísticas e pedagógicas de professores que atuam em escolas do campo. Tais educadores são egressos do curso de Licenciatura em Educação do Campo da Faculdade de Educação da Universidade Federal de Minas gerais, Brasil. Compreendemos as práticas artísticas como formas de criação, fruição e reflexão da arte presentes nos processos educativos. Tais práticas carregam historicidade, intencionalidade e resistência presentes nos processos de luta pela Educação do Campo. Este estudo teve como referencial a perspectiva das Representações Sociais em Movimento pertencente à teoria das Teorias das Representações Sociais. Partimos de uma abordagem metodológica com entrevistas narrativas e observação das práticas pedagógicas de dois professores do campo. A análise dos dados foi realizada a partir da reconstrução de trajetórias que consideraram o movimento das representações sociais dos sujeitos. Notamos que a presença das práticas artísticas nas práticas pedagógicas pode ser vista como mecanismos de luta e transformação bem como de manutenção da identidade campesina. 
 Palavras-chave: práticas artísticas, práticas pedagógicas, educação do campo, representações sociais.
 
 Social representations of artistic practices in rural schools
 ABSTRACT. This work analyzes the movement of re-elaboration of social representations on artistic practices of rural teachers. These educators have graduated Rural Education from Faculdade de Educação at Universidade Federal de Minas Gerais, Brazil. Artistic practices constitute a way of creation, fruition, and reflection of art present in education processes. Those practices carry historicity and resistance embedded in the struggle of social movements to the right of rural education. The theoretical background is guided by the Social Representations in Movement, related to the Theory of Social Representations. The methodological approach is based on narrative interviews and observations of pedagogical practices. The data analysis was built from the reconstruction of trajectories considering the movement of the Social Representations. We have observed that the artistic practices can be seen as a pedagogical mechanism of the struggle for transforming education and by strengthening rural identities.
 Keywords: artistic practices, pedagogical practices, rural education, social representations.
 
 Representaciones sociales de prácticas artísticas en escuelas de campo
 RESUMEN. Este documento analizó las Representaciones Sociales de las prácticas artísticas y pedagógicas de los profesores que trabajan en las escuelas rurales. Estos educadores son graduados del Curso de Educación de Campo de la Facultad de Educación de la Universidad Federal de Minas Gerais, Brasil. Entendemos las prácticas artísticas como formas de creación, disfrute y reflexión del arte presente en los procesos educativos. Tales prácticas conllevan historicidad, intencionalidad y resistencia presentes en los procesos de lucha por la Educación en contexto rural. Este estudio tenía como referencia la perspectiva de las Representaciones Sociales en Movimiento pertenecientes a la teoría de La Teoría de las Representaciones Sociales. Partimos de un enfoque metodológico con entrevistas narrativas y observación de las prácticas pedagógicas de dos profesores en el campo. El análisis de datos se realizó sobre la base de la reconstrucción de trayectorias que consideraban el movimiento de las representaciones sociales de los sujetos. Observamos que la presencia de prácticas artísticas en prácticas pedagógicas puede considerarse como mecanismos de lucha y transformación, así como de mantenimiento de la identidad campesina. 
 Palabras clave: prácticas artísticas, prácticas pedagógicas, educación en contexto rural, representaciones sociales.

Digital Access and Experiences Among Communities of Practice in Rural Schools: Strategies to Counterbalance the Digital Divide

Digital Access and Experiences Among Communities of Practice in Rural Schools: Strategies to Counterbalance the Digital Divide

Assessing the Role of Pedagogy in Performance of Schools in Rural Islamabad

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.

School Council Member Perceptions and Actual Practice of School Councils in Rural Schools

In a time of growing interest in accountability, sharing school governance with parents, teachers, the community, and business leaders has become a norm. School councils or advisory groups have become a requirement for schools in many states. This research examined school council members’ perceptions of issues addressed by the councils and council effectiveness in rural Georgia. Additionally, this research examined the relationship between council members’ perceptions of school council effectiveness among council member constituent groups and the difference between council members’ perceptions of issues addressed and actual issues addressed. The research identified factors school council members believed to be important for school council effectiveness. The data were gathered through a survey of school council members in the forty-one county Valdosta State University service area. Actual issues addressed were obtained through a content analysis of school council minutes. Implications for educational practice in rural schools included a process of involving of a variety of constituents in policy making at the school level in an attempt to improve student academic performance and principals hold the key to council effectiveness.

Changing Teaching Practices in Rural Schools

This article describes the approach of a five-year initiative, funded by the National Science Foundation, to improve the teaching of mathematics and science in 10 rural school districts of Missouri. Traditional challenges of improving the professional practice of teachers are addressed through a regional partnership. External project evaluation results reveal specific teacher challenges, the change strategy of the Ozark Rural Systemic Initiative (ORSI), and what teachers value most. Continuous, regional content-specific professional development; follow-up technical assistance to schools; administrative walk-throughs; assistance of lead teachers; and external evaluation reinforce that what counts most are effective teaching practices in classrooms with students. School district leadership and regional partners will be the key to continued success and long-term sustainability of the evolving learning communities and new teaching practices in schools.

Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Furthermore, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders’ insights to align strategies to the unique features and needs of rural schools, teachers, and students. This article considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches.

A escrita de educandas do campo sobre sentidos da prática pedagógica em escolas do campo

The objective of this article is to understand the different social voices (speeches) that permeate the representations of these women about the pedagogical practice in rural schools. The working hypothesis is that these representations show the relationship of the course proposal with other social spheres that potentiate or challenge the theoretical, methodological and political configuration of the course itself, if taken as an object of problematizations. For the analysis of excerpts extracted from the reports we base ourselves theoretically on the socio-historical perspective of language formulated by Bakhtin and his Circle, in addition to theoretical foundations produced in the field of studies of the Rural Education. As an analytical result, we identify a strong presence of discourses in the reports of learners in Internship situations: (i) for the pedagogical "how to" of educators in rural schools; (ii) for the conflictive relationship between scholarly knowledge and this discursive regularity leads us to conclude, tentatively, that the discourses of the subjects in formation produced in the alternation of formative times indicate the challenges and potentialities of an educational proposal open to the multiplicity of voices that are at the base of the course proposal itself.