Rural Education Research Articles

Working together, learning apart: a multicommunity study in rural Peru

ABSTRACT This article is based on a team ethnographic study in the province of Yauyos in the Peruvian Andes. It focuses on rural education and the inequalities surrounding it. Teachers and parents exchange mutual recriminations as they seek to explain why some children have greater difficulties than others and why urban schools achieve superior results as shown in tests and verified in popular imaginaries. We examine two arenas where cultural misreadings, compensatory mechanisms and children’s agency come into play. One concerns verbal expression and classroom participation. The other concerns extracurricular mutual support networks and complements, from homework help to exposure to urban settings. Parents, teachers, and children all shared aspirations for children’s academic success. How that can be achieved, against high odds, is a source of tensions that the research documented and is the subject of ongoing debate in the Peruvian education sector.

Research on Educational Inequality among Students in Poverty-stricken Areas in China

Education in reality and the constant pursuit of equality of education, are both sides of the same problem. This article makes research on educational inequality in rural education and urban education. To sort out and explain the reasons for the existing inequality in the field of education, this article involves reasons for inequality in education in rural regions and available ways to alleviate it. The inequality in education is not that some students can attend schools and some cannot, problems in deep are much more worth being concerned about. In the study, the author finds that students in disadvantaged are mainly in different sorts of inequality, like curriculum, teacher quality, and educational investments. It leads to improper and unequal allocation of education resources, and then students in rural regions cannot have access to education in quality and generate their living environment for the next generation. Solutions to alleviate existing problems are listed in the following parts of the research, namely offering incentive pay for teachers, applying local resources in the curriculum, and offering educational programs on vocational training and guidance for disadvantaged juniors.

Formation of conscious citizenship in the context of rural education development

The main purpose of the study is to analyze the prospects and threats of forming a system of the formation of a conscious citizen in the context of rural education development. The object of the study is the system of training future specialists in the context of rural education development. The scientific task of the study is to analyze the key threats to the formation of a system for the formation of conscious citizenship in the context of rural education development and forming the leveling of these threats. The research methodology includes methods of expert analysis, pairwise comparison and hierarchical ordering. As a result of the application of these research methods, the key threats to the formation of a system for training specialists for the development of conscious citizenship in the context of rural education development were streamlined. Based on a certain hierarchy, measures to counter these threats were proposed. The study is limited in that it involves analysis of a limited number of threats. It is planned to expand this list of threats in the future.

Empowering rural educators: Strategies for overcoming barriers in clinical teaching.

Hu and Chang use O’Sullivan and Irby’s supposition that faculty development is embedded within two communities of practice ‐ faculty and workplace ‐ to enrich understanding of the challenges faced by rural community preceptors and support education sustainability.

What Does a Quality Education Look Like in Rural Schools?

This issue of the Australian and International Journal of Rural Education features articles that describe and critically analyse rural education, the common thread being 'What Does a Quality Education Look Like in Rural Schools?'. The education settings discussed include Australia, Czechia, Iraq, South Africa, Sweden, Tanzania, and the United States. The studies presented reflect the huge diversity of rural schooling and the many factors that work to support quality education. What does quality rural education look like? It looks like teachers who have a strong connection to place, with strategies for teaching that connect with students from the place. It looks like teachers who are flexible and open to learning. It looks like a supportive system. It looks attractive to parents. It looks like contextualised learning. It looks like parents and communities engaged in their children's learning at school. It is potentially transformative. It looks like a workforce that has good access to professional learning options. It looks like good governance, with local Elders and community leaders involved and driving a vision for education. It looks like strong peer relationships, and a culturally safe learning environment. It does not necessarily look like the narrowly defined metrics that are often used to define success or the deficits that are too often described in association with rural education.

Blueprint for Rural Mathematics

This paper reports on the development and use of a Blueprint for Rural Mathematics (herein referred to as the Blueprint) in a study of middle-primary mathematics teaching. The study presented a counter-narrative to the deficit discourse around rural education outcomes through an emic perspective of middle-primary mathematics on Yorke Peninsula, a rural district in southern Australia. This study defined ‘rural’ as being both a sociological and a geographical phenomenon. It takes a sociological stance acknowledging the situatedness of the rural, and the social and cultural uniqueness of the people and their communities. Geographically, the rural locations in this study were those distanced from, and outside the commuting zone of, large urban areas and major cities. This study claimed that rural schools of Yorke Peninsula are unresearched, under-theorised and underestimated in their teaching of mathematics. Hence, very little was known about the experiences of the Yorke Peninsula teachers, or the pedagogical practices they employ in their teaching of mathematics. Yorke Peninsula people have an identity of deficit imposed on them with no opportunity to negotiate it. In understanding and addressing the accuracy of this pervasive negative framing, this study involved investigating Yorke Peninsula teachers of mathematics, and concluded that the rural social space, the identity of its members, and teacher pedagogy are essential considerations in the teaching of mathematics. The Blueprint provides a framework with which to explore these key components of rural education.

Working of Rural Educational Institutions in India Under Right to Education Act, 2009- A Critique

Education has always been considered as a backbone of any society. India is not an exception to it. In order to strengthen the backbone Indian government has made Right to Education a fundamental right through 86th amendment Act. The new article 21 A has been incorporated in part third of the Constitution and for giving effective implementation to it Right to Education Act, 2009 was also passed. In this research paper the researcher intends to probe into the provisions of the Act of 2009 and to carve out its lacunas with reference to functioning of rural educational institutions. The researcher further has analyzed the challenges in the way of rural education and has suggested certain possible solutions to plug the said problems.

Analysis of the Current Situation of Rural English Education under the Difference Between Urban and Rural Areas in China

English is the most widely used language in the world. With the development of globalization, China is paying more and more attention to English education. Nonetheless, there are some obstacles to the advancement of rural English education given the disparity between urban and rural education. This paper analyses the current state of English education in China from the standpoint of the disparities between urban and rural areas and discusses the persisting issues. Rural children have additional challenges and obstacles when learning English because of a lack of educational resources, an inadequate linguistic environment and teaching resources, and the negative impacts of familial circumstances. Thus, enhancing the English learning impact for rural students and improving rural English education and teaching circumstances have emerged as critical issues in the current development of rural education. To improve this situation, this paper proposes to narrow the gap between urban and rural English education, including determining rural economic security, providing a foundation for language education, and strengthening teacher training.

Human capital and migration: A cautionary tale

We analyze the impact that the option of migration might have on human capital accumulation. We show that, when the return to education for migrants is lower in the destination than in the origin, the overall incentive to accumulate human capital is reduced as restrictions on migration are relaxed. We use panel data from the Chinese Household Income Project to document that the return to education for rural individuals is lower in urban areas than in rural areas. We then use a difference-in-differences design to show that the 1983 reform that eliminated the strong restriction that existed for rural–urban migration resulted in a reduction of 0.4 years of schooling for rural people in China. Guided by these results, we estimate a life-cycle dynamic discrete choice model of education decisions and circular rural–urban migration in which individuals differ in observable characteristics and unobservable cognitive and non-cognitive skills. We validate the model by showing it is able to replicate the impact estimates from the difference-in-differences specification. Our simulations show that, while it would take a small subsidy (conditional on staying in school) to undo about 40% of the negative effects of the 1983 policy on rural education, the annual subsidy would need to be half of annual earnings to undo the effects entirely.

Regional Educational Policies and Critical Interculturality in Rural Areas of the Province of Abancay - Apurímac, 2023

The research work was carried out with the aim of analyzing regional educational policies and critical interculturality in secondary education in rural areas of the province of Abancay, department of Apurímac, 2023. The research is basic, qualitative and design-based, phenomenological-hermeneutic. The study population consisted of specialists, principals, teachers and students of the secondary education level of rural areas of the UGEL (Local Educational Management Unit) Abancay and the sample consisted of: 4 specialists from the DREA (Regional Directorate of Education of Apurímac), 3 specialists from the UGEL Abancay, secondary level, 6 rural education teachers from the EBR (Regular Basic Education), secondary school level, 6 directors and 6 students from rural schools in the province of Abancay. The following data collection instruments were used: semi-structured interview guide, documentary review form and non-participant observation guide. From the research it is concluded that the PERs (Regional Educational Policies) of Apurimac do not implement strategies of CI (critical interculturality) and the educational communities of rural schools do not know about the current PER (Regional Educational Project), but the native students demand the vindication of their language in educational and social processes

Buying a Wealthy Dream: Determinants of Rural Residents' Lottery Purchase Behavior in China.

The expansion of illicit lottery activities has caused significant harm to both agricultural production and the livelihood of rural residents. An analysis of the factors that influence rural residents' participation in underground lotteries can provide crucial insight for regulating the lottery industry's development. This study examines the present state of rural residents' participation in underground lotteries, investigates the factors that impact their participation using the Double-Hurdle model, and further employs the ISM model to evaluate the correlations and hierarchical structure among the factors, using field survey data collected from 603 rural residents in S Province, China. The findings reveal that 53.07% of the respondents have participated in underground lotteries. Risk preference, information acquisition, social networks, age, education, family burden, percentage of agricultural labor, agricultural business scale, and household income significantly affect whether residents purchase lotteries (WPL). All factors, except the percentage of agricultural labor and agricultural business scale, also significantly impact underground lottery spending (LS). Among the significant influencing factors, rural residents' risk preference is the direct surface factor, whereas agricultural business scale, household income, information acquisition, and social networks are the middle indirect factors, and residents' age, education, family burden, and percentage of agricultural labor are the deep-rooted factors. It is recommended to regulate the lottery industry's development can be achieved by enhancing entertainment and cultural activities, expanding economic opportunities, enhancing rural education, increasing law awareness, and improving the public welfare lottery business model. The conclusions offer a valuable reference point for the standardized development of the lottery industry and the promotion of social stability in rural areas.

An Investigation of the Differences in Education Between China's Urban and Rural Areas from the Standpoint of Educational Equity

At present, there is a significant difference between urban and rural education in China, which is not only reflected in the quality of education but also family education, education concept, family capital, allocation and utilization of educational resources, etc. Under the influence of various factors, the current situation of rural education is not optimistic, and the difference between rural education and urban education is even increasing. In addition to effectively promoting the development of rural education, achieving a balanced development of education and narrowing the gap in regional education is also conducive to achieving educational equity and harmonious development of education in the whole society. Starting from the current situation of the urban-rural education gap in China, this paper examines the impact of the urban-rural economic, cultural and policy gap, and proposes specific measures to reduce the gap. These include balancing the input of urban and rural education, enhancing rural education resources with the aid of information technology, and enacting government policies that support rural education.

Rural Edurevamp

In today's digital age, access to quality education remains a pressing issue, especially for students in rural areas who face numerous challengesin pursuing their academic aspirations. This paper endeavors to address this educational divide by developing a comprehensive application “Rural EduRevamp” tailored to the unique needs of rural students. The core objectiveis to provide these students with essential study materials, a learning environment and a platform for participating in assessments. This multifaceted application is designed to level the educational playing field, ensuring that rural students have accessto the same resources and opportunities as their urbancounterparts. By granting students access to study materials through a user-friendly interface, we aim tobreak down geographical barriers and enhance the learning experience. Furthermore, the application incorporates a virtual assistant to maintain a supportive and engaging learning environment. This real-time oversight in the form of a virtual assistant helps students stay on track and receive the aid they need to excel in their studies. Additionally, the application facilitates assessments, enabling students to demonstrate their knowledge and progress, therebyfostering a culture of continuous learning andimprovement. In summary, this application for rural education seeks to empower students by providing them with study materials and assessment tools, all aimed at improving educational outcomes and offering a path to a brighter future. This paper represents a significant step towards achieving equityin education.

Addressing and Mitigating Educational Inequalities in Rural and Remote Areas of Japan Through Online Learning

This paper explores the current status of rural education within Japan, with a particular emphasis on the integration of online learning technologies and the challenges that arise as a result. Through an analysis of pertinent literature on both rural education and online learning within Japan, this study uncovers the existing disparities between rural and urban education. The research puts forward a set of suggestions influenced by thriving global models, supporting the establishment of peer learning networks and external support systems, cooperative initiatives between urban and rural schools, and the extension of online educational resources. Additionally, the study highlights the significance of cultural awareness in online education design and stresses the need for bespoke learning approaches, incentives to boost students motivation, and provisions for professional development opportunities for teachers. These recommendations provide insights for policymakers, educators, and stakeholders, aiming to enhance educational opportunities and outcomes for students in rural and remote areas of Japan.

Contribuciones del acompañamiento pedagógico para avanzar hacia la calidad de las prácticas docentes en contextos rurales

Introduction. This original article presents findings from an investigation focusing on accompaniment to schools in rural contexts. Objective. This study aims to analyze the contributions of the pedagogical companion to the teaching practices of educators in rural schools in the Bío Bío region. Methodology. The study employs a qualitative approach and a collective case study design. Semi-structured interviews and documentary analysis were conducted with 19 General Basic Education teachers, aged between 22 and 65 years. Results. The main results reveal that the pedagogical companion plays a guiding role in collaboratively designing lesson plans. In addition, systematic and timely feedback, both oral and written, strengthens the higher-order thinking skills of the teachers being accompanied. Furthermore, pedagogical accompaniment fosters the innovation of teaching practices through peer collaboration, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of teachers with critical thinking skills, thus benefiting professional development, which is reflected in the reformulation of teaching practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops the capacity for pedagogical leadership in the accompanied teachers. Conclusions. Pedagogical accompaniment is a key process in improving teaching practices and strengthening the professional performance of the teachers being tutored. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts. In this sense, continuous self-improvement is recommended for teachers to meet the demands of contemporary society.

Redefining rural education: exploring EFL teachers’ perceptions and recommendations for enhanced human resource management practices

Redefining rural education: exploring EFL teachers’ perceptions and recommendations for enhanced human resource management practices

Introduction to Joint Special Issue Between The Rural Educator and Journal of American Indian Education Collaboration: Issue 1

Introduction to Joint Special Issue Between The Rural Educator and Journal of American Indian Education Collaboration: Issue 1

Does Rural Mean not Urban? Reconsidering the Conceptualization and Operationalization of Rural School Districts

Increasing attention has been paid to rural education policy and research, yet few studies have examined the conceptualization of rural school districts. This study provides a conceptual and empirical examination of the definitions of rural districts. The results illustrate that a common, singular definition of rural is elusive and there is a prevailing notion of rural as “not urban.” Regardless of the operationalization of rurality, there are statistically significant differences across urban and rural districts in terms of their size, complexity, demographic composition, segregation, educational resources, economic structure, economic and social context, and academic and equity-related outcomes. Implications are discussed.

Metamorphosing traditional pedagogy: examining the transcendent influence of Alexa in catalyzing educational paradigm shifts within rural Indian communities

PurposeAlexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education.Design/methodology/approachThis content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas.FindingsAlexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education.Research limitations/implicationsThe study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India.Originality/valueAlexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.

Fostering Equity in Rural Education: a Literature Review on Student Dropout and Retention Strategies

Purpose: The purpose of the study was to analyze the causes of student dropout in rural universities. The objective was to understand a complex phenomenon that represents a major obstacle to development and equal opportunities in the rural educational context. Theoretical framework: Different scientific publications were reviewed in all the academic platforms with the highest impact in the scientific field. This allowed the researchers to broaden their knowledge and, ultimately, to deepen their understanding of the subject studied in this work. Design/Methodology/Approach: The methodology of the study included a documentary review, with content analysis as the main strategy. The databases Scopus, Redalyc, SciELO Dialnet and Google Scholar were used, with specific inclusion criteria related to the period of publication, type of study, languages and availability in open format. Findings: The data found revealed that university dropout occurs due to various situations, such as individual and socioeconomic factors, geographic and access barriers, quality of education and available resources. In addition, cultural and social aspects, and sometimes the lack of empathy on the part of authorities, professors and peers, cause university dropouts. Social, practical and research implications: The study has important implications for understanding and reducing dropout in the rural university context, which will have implications for areas such as education, policy and social development. Originality/value: It is crucial that education policy makers and university institutions work in a coordinated manner to design comprehensive strategies tailored to the specific needs of each rural community. Continued research and analysis of the elements that influence dropout will identify new opportunities for improvement and ensure equitable access to higher education. This will contribute to the academic, professional and social development of rural students and strengthen the educational fabric of these regions. Taken together, these suggestions aim to strengthen student retention and provide equitable educational opportunities in rural areas, thus contributing to greater equality of opportunity and the integral development of these communities.