Rural Schools Research Articles

“You are either sporty or you are not” a qualitative exploration of pre-teen girls of low-socioeconomic position experiences of being physically active

BackgroundEighty one percent of adolescents do not meet the recommended physical activity (PA) guidelines with levels of physical activity declining steadily with age and more pronounced in girls of low socioeconomic position (SEP). Furthermore, early adolescence is a time when the rate of decline in PA is most severe amongst girls, placing them at an increased likelihood of developing negative health outcomes associated with physical inactivity. In response, the aim of this study was to explore low-SEP pre-teen girls’ experiences of being physically active and to understand their perceptions of the individual, social and environmental factors that influence these experiences. MethodsFocus groups were conducted with 107 girls aged 10–12 years from four urban and three rural primary schools. Reflexive thematic analysis was used to analyse the data, with themes mapped to the relevant domains of the Theoretical Domains Framework (TDF). ResultsThemes highlighted how skills and confidence underpin girls’ self-identity for PA. Girls described how their social network (i.e., peers, family, coaches and teachers) shaped their experiences of being active. Girls recognised how being active was impacted by the challenges and opportunities in their local community (e.g., lack of facilities and anti-social behaviour). ConclusionThis study provides insight into low-SEP pre-teen girls’ experiences of being physically active in both rural and urban locations, while highlighting the complex interplay of individual, social and environmental factors. Additionally, the use of the TDF presents an in-depth behavioural diagnosis which can be used to inform future theory-based interventions to promote low-SEP pre-teen girls PA.

Study on Hidden Dropout of Students in Junior High Schools in Rural Areas of China

Free compulsory education has made "all children can go to school" a reality and eliminated the phenomenon of dropping out of school due to tuition and miscellaneous fees. However, at this stage, hidden dropout has risen to become the main contradiction in China's compulsory education. The article focuses on the problem of hidden dropout in rural junior high schools, and explains the impact of hidden dropout on personal development, students' families and society. The causes of hidden dropout are analysed in depth, including students' own factors, family factors, school education factors and social environment factors. Corresponding countermeasures and suggestions are put forward from the levels of school, family and society, with a view to providing theoretical basis and practical reference for effectively solving the problem of students' hidden dropout at junior middle school level in rural areas, as well as promoting the healthy development of rural education.

Malaysian Rural ESL Learners’ Perceived English Language Proficiency

English is a compulsory subject taught in Malaysian schools, offering opportunities for both personal and career development. Even though the English Proficiency Index Report 2019 indicated that Malaysia is ranked quite highly in terms of English language proficiency, the result does not represent the actual ability among many learners, especially in the rural areas, as Malaysian ESL learners face many difficulties in using English, verbally and in writing. Amidst the debate on Malaysian ESL learners’ proficiency level, it is important to measure how they perceive their ability to use English. This study intends to investigate Malaysian rural ESL learners’ perceptions of their English language proficiency. A survey research design was employed. Two hundred seventy-seven participants of Form 1, Form 3, Form 4, and Form 5 form rural schools in Malaysia who were recruited in this study. The data were gathered from a questionnaire based on the description of the Common European Framework of Reference for Languages (CEFR) ‘Self-assessment grid’. The interview was also conducted to support the quantitative data. The researchers analyzed the percentages, mean scores, and standard deviation of the questionnaire. Content analysis was employed to analyze the data from the interview session. Findings indicate that positive perceptions of English language learning enhance students’ interest, thereby accelerating their proficiency levels. This study offers insight into learners’ perspectives on their English language acquisition journey. Future research might consider employing a larger sample size and additional data collection instruments to enhance the significance of findings, particularly regarding ESL students’ perceptions of their English language proficiency.

Forming networks between rural schools and their local areas: shared projects and their impact in the Asturian context

Rural schools play an important role in their local areas, helping stimulate the community and promoting activities with economic, social, and cultural impact on the area. This study aimed to identify the projects undertaken by 44 rural schools in Asturias (Spain) in collaboration with local agents and organizations by consulting the school management teams. It also sought their opinions about the impact of these projects. The study used a mixed methodology: quantitative, analyzing the data collected from a semi-open questionnaire, and qualitative, listing and describing the projects. The questionnaire included questions about the organizations the schools collaborated with, the goals and subjects of the shared projects, and funding sources, and it asked for their opinions about their impact. The results indicate that rural schools in Asturias have undertaken projects covering various subjects in collaboration with local authorities, cultural centers, libraries, public health centers, small businesses, and On-Governmental Organizations (NGOs). The respondents were very satisfied with the activities. They viewed their schools as a stimulus for their areas, stating that the projects encouraged a sense of belonging to the area and helped construct a collective identity. They also felt that they responded to shared needs, offered services to the community, allowed people to settle or remain in the area, and, to a lesser extent, helped local businesses and the local economy. Finally, the study concludes that these schools play an active role in their local areas, and highlights the importance of external support to implement initiatives that benefit the rural population.

Breaking Down Barriers: Benefits of Open Science for Rural School Psychologists

Examining open science practices and how they can be applied to various fields is an ongoing movement. While fairly absent from the literature, rural school psychology is a field where applying components of open science could be beneficial. Rural school psychologists operate under unique parameters compared to their urban counterparts and as a result, have different barriers they face. By examining the pillars of open science, this article looks at the benefits open science could bring to rural school psychologists and their districts. Challenges to the implementation of open science in rural school districts are discussed, as is the opportunity for future research opportunities. Impact Statement Rural school psychologists and their students are often a forgotten marginalized population whose barriers need to be addressed in research and practice. Open science provides potential solutions for addressing some of these needs if barriers to implementation are addressed. The opportunities for future research in these areas are vast.

Evaluation of the Effect of Accessibility of Smart Classroom on Learning Outcomes and Academic Achievement among Students’

Technology is integrated into education to increase accessibility and convenience for all individuals. Technology has been integrated into education to enhance the traditional classroom teaching and learning process. To evaluate the effect of accessibility of smart classrooms on learning outcomes and academic achievement among students. The study was conducted by involving a sample of 140 students. Data was collected by using a random sampling technique. A self-prepared research tool is used to collect the data for the present study. The calculated value between the accessibility of smart classrooms on learning outcomes and academic achievement is 51.09 at 0.01 level. The calculated values between government schools and private schools in the effect of accessibility of smart classrooms on the learning outcomes is 3.10 at 0.01 level. The calculated values between rural and urban schools in effect of accessibility of smart classrooms on the learning outcomes is 2.26 at 0.05 level. As per the result, we reject the null hypothesis. There is a significant difference between the accessibility of smart classrooms on learning outcomes and academic achievement, government schools and private schools in effect of accessibility of smart classroom on the learning outcomes and, rural and urban schools in effect of accessibility of smart classrooms on learning outcomes of middle class students.

Developing Environment Geography Learning Through Machine Learning Media and Its Application at Rural-Urban School

Environment geography has strong characteristics in combining classroom learning and in the field. Currently, machine learning development were designed to help several problem particularly in education. This study aims to evaluate the quality of Geographic Information System based machine in rural and urban school. Moreover, we also measured effect of GIS based machine learning towards learning outcome. We used quasi-experimental design to ensure the effect of GIS based machine learning media towards learning outcome. Moreover, we also used curriculum implementation index to ensure current curriculum implementation by teacher. Students were divided into 3 groups (2 experimental groups and 1 control group). The experimental group was treated by applying a guided inquiry model through GIS based machine learning media while the control group was treated by conventional models. The results show that the quality of learning by utilizing Geographic Information Systems is remain low which is indicated by low score at laboratory and media. However, in general curriculum implementation index showed moderate score 6.8, respectively. Moreover, results of quasi experiment design showed that GIS based machine learning has significant effect on students’ learning outcome which is represented by t-test score at 0.00, respectively. GIS based learning were able to enhance students’ learning outcome, meanwhile at current condition we found low index for laboratory and media aspect both in rural and urban school.

Rural Online Learning During COVID 19

There are few times in the history of education that yield circumstances so unique that the impacts have the potential to resonate for years, if not decades. The fall of the 2020 school year was just such an historical moment. Due to the COVID-19 pandemic, many brick and mortar school buildings were closed forcing schools and families to reexamine traditional school instruction. This article will describe the quantitative results of an online survey completed during the critical timeframe of fall 2020. Rural educational leaders who participated in the survey provided insights on access to teaching and learning technologies that affected students with and without disabilities. Impacts of the digital divide on rural schools are examined, including broadband access and reliability. The article will also provide an update on relevant changes to the digital divide that have taken place since the deployment of the survey.

Rurality and Resources: Influence of High School and Individual Characteristics on Postsecondary Participation

This study explores a cohort of rural high school student's participation in postsecondary education within three years of graduation. We use the National Center for Educational Statistics (NCES) 's High School Longitudinal Study of 2009 (HSLS2009) and logistic regression to answer our research questions. We found that many rural students plan to attend college and even apply to college; however, this did not mean that students would attend college. Also, counselors spending 20-50 percent of their time on college support positively affected students' college enrollment.

Influence of COVID-19 in Pennsylvania Rural Schools' Due Process Hearing Decisions

During the COVID-19 Pandemic, rural Pennsylvania Local Education Agencies (LEAs) were found to have failed to properly offer special education services in alignment with the Individuals with Disabilities Education Act (IDEA). The Commonwealth of Pennsylvania ranks among the most litigated states in disputes over the proper facilitation of services as mandated by IDEA. Despite this high volume of litigation, there was no analysis of how being defined as a rural LEA influenced due process hearing officer decisions after the COVID-19 Pandemic. The current study addresses this research gap by reviewing special education due process hearing activity for rural LEAs and comparing activity for the two years before and after the COVID-19 pandemic-mandated office closures. Findings offer guidance on problematic practices by analyzing the relationship between the pandemic and hearing officer ruling outcome, activity frequency before and after the pandemic, and remedies owed by rural LEAs from post-COVID decisions.

Novice Teacher Recruitment and Retention in a Midwestern State: An Exploration of Contextual Factors

Teacher recruitment and retention consistently emerged as problematic in research and practice. This was particularly true in difficult-to-staff areas, such as rural school districts in the United States. As the teacher pipeline continued to decrease and various challenges plagued the field, this problem quickly became a crisis. The present study aimed to lift novice teachers' voices in rural and remote rural areas of a Midwestern State better to understand individuals' experiences in a rural setting and contribute to the current knowledge base of rural teacher recruitment and retention. Eleven participants in this qualitative phenomenological study aimed to uncover the specific contextual factors that influenced their experiences as novice teachers in a rural Midwestern State. Interviews revealed the need for direct support from administrators and colleagues to create a sense of belonging, which was imperative to positive novice teacher experiences. The need for appropriate preparedness within their preservice experiences and coursework, as well as solid induction and mentoring programs once hired, surfaced during the interviews. Rural-specific field experiences paired with comprehensive induction and mentoring programs focused on specific feedback prepare preservice teachers and novice teachers for successful rural teaching and living. Intentional recruitment efforts, including grow-your-own programs for future teachers and partnerships between rural school districts and teacher preparation programs, boosted the pipeline of novice teachers for rural areas.

Evaluation of remote and in‐person instruction of a social‐emotional learning curriculum in a rural midwestern middle school: A case study

AbstractRural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of Second Step®, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. Second Step® was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (n = 233) and 8th grade (n = 146) students. To evaluate program implementation, t‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. Second Step® shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.

Nursing students' conceptualization of environmental problems: a descriptive cross-sectional study

BackgroundThe significant challenges of the twenty-first century revolve around environmental issues. Knowing individuals' environmental attitudes and what they see as environmental problems is crucial to mobilizing them to action. Nurses hold a significant responsibility in addressing and combating environmental challenges. Research aimThis study had two objectives: understanding how nursing students classify environmental issues and examining the effects of gender, economic status, school district, family environmental awareness, and perception of global responsibility on their conceptualization of environmental issues. DesignA descriptive cross-sectional study using a questionnaire. Setting and participantsThe sample consisted of 1466 nursing students from four faculties of two public universities in Turkiye. The study was conducted between January and April 2023. MethodsData were collected using a form that included 19 issues ranging from ecological problems to social problems related to the environment, as well as the Global Social Responsibility Scale (GSRS). The data were analyzed using explanatory factor analysis, multiple regression, and mediator analysis. ResultsParticipants classified the environmental issues as eco-social-oriented and human-oriented. First-year students (B = -0.201), male students (B = -0.263), those studying in rural schools (B = -0.123), and those who rarely discuss environmental issues in the family (B = -0.197) describe the problems in the eco-social oriented dimension as less “environmental.” The increase in the action-oriented responsibility (B = 0.014) and ecological responsibility (B = 0.077) scores of The Global Social Responsibility Scale leads to an increase in recognizing the problems in this area as environmental issues. Similarly, first-year students (B = -0.340), male students (B = -0.293), and those who rarely discussed environmental issues in the family (B = -0.243) led to a decrease in recognizing problems as environmental in the human-oriented issues dimension. In contrast, poor socioeconomic perception (B = 0.245), negative perception of the future (B = 0.145), and increased action-oriented responsibility (B = 0.024) and ecological responsibility (B = 0.042) led to an increase in recognition of human-oriented issues. The increase in the national responsibility score decreased the score of environmental assessment of the problems in this area (B = -0.017). In addition, the perception of global responsibility partially mediates between students' sociodemographic characteristics and environmental issues recognition scores in both sub-dimensions. ConclusionThis study presents results that point to individual differences among nursing students in addressing environmental issues, reveal the impact of family on these differences, and finally show the importance of curricula to increase students' global social responsibility during their education.

Factors Affecting the Expected Outcomes of Implementing Comprehensive Sexuality Education on Learners in Rural Public Secondary Schools of Muchinga Province of Zambia

The study was focused on the factors affecting the expected outcomes of implementing Comprehensive Sexuality Education in rural public secondary schools of Muchinga province of Zambia. The main objectives was to identify factors that affects the implementation of Comprehensive Sexuality Education. The research employed Qualitative method. It used interpretivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The study identified various factors for implementing Comprehensive Sexuality Education such as; learners having difficulties in sharing experiences to friends who have already been exposed to unhealthy and unsafe sexual experiences, inaccurate information on sexuality matters found on social media, difficulty in understanding some sexuality terms in English, being uncomfortable when learning about private parts which sounds like insults, learners fail to abstain from sexual intercourse after learning instead they opted to experiment what they were learning, inappropriate dress code among some female learners and teachers, inappropriate cultural and traditional practices, such as elopement. Parents who have difficulties in understanding why their children are learning Comprehensive Sexuality Education should be counselled and sensitized by school leaders. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and intensify the training of teachers in Comprehensive Sexuality Education using cascading model during in-service and pre-service trainings. The future recommendation from this study was that, A research on exploring the factors affecting the implementation of Comprehensive Sexuality Education and its expected outcomes in selected rural public secondary schools of Muchinga province of Zambia would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings of Muchinga Province.

Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia

The study focused on assessing teacher competence and quality delivery of Comprehensive Sexuality lessons in rural public secondary schools of Muchinga province of Zambia. The main objective was to ascertain the level of teacher competency in quality delivery of Comprehensive Sexuality Education lessons. The research employed Quantitative method. It used positivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of the total number of 62 teacher respondents. It employed the close ended questionnaire. The study ascertained that Some teachers were competent, while others were not because the lowest mean score of 1.13 was for "I attended School Based Continuous Professional Development in Comprehensive Sexuality Education" and the highest mean score 1.77 was for "I trained through cascading model.” the statistical tests were significant because the difference between two mean was equated to less than 0.05, the regression resulted indicated that more teachers were trained using School Based Continuous Professional Development while a few teachers were trained using Cascading model which is the better way of training teachers for Comprehensive Sexuality Education. The recommendations for this research were that; Comprehensive Sexuality Education should be implemented in all schools, school leadership should champion the implementation of it, School leaders should ensure the development of deliberate Comprehensive Sexuality Education school policy in all schools and facilitate adherence to its implemented. School leaders to intensify more School Based Continuous Professional Development meetings in order to capacity build teachers in Comprehensive Sexuality Education and teachers should continue using subjective pedagogical skills which makes learners freely share their sexuality experiences. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and continue training teachers in Comprehensive Sexuality Education during in-service and pre-service trainings. The future recommendation from this study was that, assessments of teacher competence and quality delivery of comprehensive sexuality lessons in selected public secondary schools of Muchinga province of Zambia research should be conducted in other secondary schools of Muchinga Province of Zambia.

The Influence of Transformational Leadership on the Implementation of Comprehensive Sexuality Education for Sustainable Outcomes

The study focused on the influence of transformational leadership on the implementation of Comprehensive Sexuality Education for sustainable outcomes in selected secondary schools of Muchinga Province of Zambia. The main objectives were to establish the implementation of Comprehensive Sexuality Education, to explore leadership influence on the implementation and to assess the benefits of implementation of Comprehensive Sexuality Education on learners in selected rural public Secondary Schools of Muchinga Province of Zambia. The research employed qualitative method. It employed descriptive design. Study sample comprised of headteachers, teachers, parents and learners with the total number of 64. It employed three instruments namely; semi structured interviews and observation checklist. The research findings established that, Comprehensive Sexuality Education was taught as integrated in other subjects using methodologies that engaged learners while learning sexuality issues, School leadership championed the implementation of Comprehensive Sexuality Education, they motivated learners and teachers by providing guidance and, encouraging also awarding those who are well behaved with sponsorship. They also promoted individualized consideration through mandatory one on one counselling on sexuality issues which is a deliberate policy in all the three schools. The research discovered that, learners benefited from Comprehensive Sexuality Education because they gained knowledge on Comprehensive Sexuality Education as revealed by parent respondents, it was also discovered that sexuality cases were reduced from 1457 in 2015 to 453 in 2023 by 1004 in cases of sexuality and in 2014 when the implementation started the total sexuality related cases stood at 1375 which was later reduced to 117 in 2023. It is recommended that, school leadership should champion the implementation of Comprehensive Sexuality Education in all school, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of teaching and monitoring Comprehensive Sexuality Education as a standalone. The future recommendation from this study was that, A research on influence of transformational leadership on the implementation of comprehensive sexuality Education for sustainable outcomes in selected rural public secondary schools would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in Chinsali District.

Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia

The study was focused on exploring stakeholder’s perceptions on the implemention Comprehensive Sexuality Education secondary schools of Muchinga Province of Zambia. The main objectives was to determine the perception of stakeholders concerning Comprehensive Sexuality Education implementation. The research employed Qualitative method and interpretivism paradigm. It used descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The research determined the perception of stakeholders and the responses were as follows; headteachers stated that, Comprehensive Sexuality Education should be implemented in all schools, while teachers echoed that it should be taught as a standalone subject but some felt that, the curriculum raised some sensitive issues that were previously taboo in African society. Most parents supported the implementation because learners were guided and regulated properly and their character and academic performance have improved while others’ opinion was that it should be taught by ifimbusa. Learners felt that they were being equipped with healthy sexuality lifestyle and decision making skills. The recommendation for this research are that; Comprehensive Sexuality Education should be implemented in all schools, school leadership in association with parents should champion the implementation of it, Parents should take responsibility of their children sexual life and behaviour, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of engaging parents while implementing Comprehensive Sexuality Education and closely supervise its implementation in school should be devised and be reinforced in schools. The future recommendation from this study was that, A research on exploring the potential reasons for implementing Comprehensive Sexuality Education in selected rural public secondary schools from stakeholder’s perceptions would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings in Muchinga Province other than Nakonde District.

The present situation, problems and countermeasures of small-scale Rural School Teachers in western China

The present situation, problems and countermeasures of small-scale Rural School Teachers in western China

Investigation on the Promotion of Professional Development Ability Among Psychology Teachers in Rural Primary Schools in Guangxi Province

The purposes of this study were 1) to examine the components and indicators for promoting the professional development abilities of psychology teachers in rural primary schools within Guangxi Province; 2) to investigate the current state, the desirable state, and the necessity for promoting professional development abilities among psychology teachers in rural primary schools within Guangxi Province; and 3) to explore guidelines for the development of professional development abilities among psychology teachers in rural primary schools within Guangxi Province. The study utilized a multi-stage sampling method to select a sample group of 169 participants. The study was divided into 3 steps: Step 1 involved a study of the components and indicators, evaluated by 9 qualified individuals. Step 2 entailed an examination of the current and desirable state, and Step 3 focused on studying guidelines for developing the technological leadership qualities of teachers, with data provided by 8 participants. The research instruments used for data collection included questionnaires, semi-structured interviews, and assessments. The statistical methods used for data analysis include mean, standard deviation, and the analysis of necessary requirements (PNImodified). The research findings exhibited that 1. the components and indicators of the technological leadership qualities of teachers in educational management comprised 4 components with 40 indicators, namely: 1) Professional knowledge with 4 indicators, 2) Professional ability with 4 indicators, 3) Professional affection with 4 indicators, and 4) Professional autonomy with 2 indicators. These are highly appropriate, accurate, and feasible overall and individually, to the highest extent. 2. The necessary requirements for the professional development of psychology teachers indicated the necessity for development in every component, considering the development needs as follows: 1) Professional knowledge, 2) Professional ability, 3) Professional affection, and 4) Professional autonomy, respectively. 3. Guidelines for the ability development of psychology teachers in rural primary schools in Guangxi Province revealed a total of 14 development guidelines. Overall, the assessment of these guidelines for the ability development of psychology teachers in rural primary schools indicated a high level of suitability and feasibility, with the highest level of feasibility.

Reading, Writing, and Rurality

This review examines two recent scholarly books on teaching English language arts in rural areas. Robert Petrone and Allison Wynhoff Olsen’s Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy offers strategies and research-based rationales on how to teach students to think critically about depictions of rurality in texts. Teaching Diversity in Rural Schools by Lisa Hazlett focuses on using young adult literature to teach students in rural schools about diversity. The review evaluates the texts’ contents and examines how both books contribute to educators’ understanding of rurality and the specific needs of rural schools.