Rural Secondary Education Research Articles

Adequacy of Rural Secondary Education Teachers’ Capacity Building on Safe School Measures in Katsina State, Nigeria

Adequacy of Rural Secondary Education Teachers’ Capacity Building on Safe School Measures in Katsina State, Nigeria

“CAN WORD WALL ASSESS STUDENTS’ WORDS?”: NURTURING INCLUSIVITY AND ADVANCEMENT IN RURAL SECONDARY EDUCATION

In rural areas, getting access to quality education and appropriate assessment opportunities can be challenging for students. This study seeks to bridge this educational divide by examining the viability of online platforms, particularly the Word-wall platform, as an efficient assessment tool for rural secondary school pupils. The research questions are centered on determining how students perceive the Word-wall platform and maximize its implementation to address the unique requirements and difficulties of assessing students in rural areas. This study involved students of private secondary school in rural area. This research used qualitative method with case study design, and it was utilized to obtain a comprehensive understanding of students' reactions to the Word-wall platform for English learning. Interviews for assessing students’ opinions were used to collect data. The findings indicate that students responded positively, expressing a strong desire to use the platform for future assessments, such as daily tests, quizzes, and exams. Further, student feedback highlights the significance of contextual relevance, comprehensive training, better accessibility features, and customization in addressing the unique challenges rural areas face. The results of this study tend to contribute to the growth of effective assessment practices in rural areas and provide helpful insights into applying online platforms for equal educational opportunities.

THE NORTH AMERICAN CIVILIZING PROJECT FOR THE BRAZILIAN HINTERLAND

This article aims to analyze the North American Presbyterian missionary action in the inside of Brazil that had three axes of action: religion, education and health. And education would serve as a vehicle for the implementation of its proposal. The theoretical-methodological framework is based on the concepts of representation and practices (CHARTIER, 1990), school culture (JULIA, 2001) and civilization (ELIAS, 1994). The missionary station planned and founded in 1906 by William Alfred Waddell, in the city of Wagner (Bahia), intended to dominate and civilize its surroundings. Created by the Central Mission of Brazil, in accordance with North American Presbyterian educational standards, the Ponte Nova Institute played a governamental role in formulating the action policy of that missionary organization. The rural secondary education institution aimed to train teachers for its schools and men who would be evangelists and future ministers of their churches, transforming them into agents of a new civilizing proposal. The school offered an integral education, that is, the intellectual, moral and spiritual formation of God-fearing men and women, well instructed and disciplined, lovers of freedom. In addition to being true Christians, they would be citizens participating in the civil and political life of their country, builders of a democratic, modern and progressive society, similar to North American society. For one hundred years – 1871 to 1917 – missionaries linked to the Central Mission of Brazil, departing from Bahia, organized churches, schools and hospitals in their area of jurisdiction.

Digital Competence And Intercultural Praxis Of Rural Secondary Education Teachers

In the multicultural and interconnected society, digital technology has become an essential pedagogical tool for teachers in rural areas, whose fundamental task is to integrate digital technology into the educational context. This study analyzes and evaluates the self-perception of teachers about their digital competence and the relationship with their performance in the intercultural environment of rural secondary education. The research approach was quantitative, non-experimental descriptive-correlational design, with a sample of 192 rural secondary education teachers from Huánuco-Peru, using the survey technique through the questionnaire instrument, validated by expert judgment. The results indicate that the digital competence and intercultural vision of teachers in rural areas is direct, on average more than 58% assume to have developed their digital competence at a high or very high level, while more than 71% have a positive perception about intercultural education; the Spearman correlation coefficient between the two variables is 0.75. It is concluded that there is a direct and complementary relationship between the development of digital competence and the interculturality of teachers, which leads to an efficient management of the teaching-learning process.

Challenging Issues in Rural Secondary Education

Rural secondary student incapacity to access the Senior High School program became a perennial problem in Katipunan, Zamboanga del Norte. That is why getting a decent education is not possible for them. Thus, the study aimed to determine the challenging issues in rural secondary education in the selected Barangays of Katipunan Zamboanga del Norte. The quantitative research method was used with the help of the survey questionnaire to gather the data. The study revealed that the majority of the respondents were from rural areas. Poverty was the leading problem that the respondents faced. Thus, it is strongly recommended that government must provide senior high school programs near their locality and provide necessary subsidies such as food, school supplies, medicine, and clothing so the students not to become hesitant about going to school.

Digital Gaps Influencing the Online Learning of Rural Students in Secondary Education: A Systematic Review

The digital gaps that were amplified due to the COVID-19 pandemic deepened more in vulnerable areas in different parts of the world. The present work aims to analyze the study of digital gaps that influence online learning of students from rural areas in secondary education, based on a systematic review of the literature. It was developed using the PRISMA methodology, the scientific information was retrieved from the Web of Science and ERIC databases in a period of three months. In the searches it was taken as inclusion criteria; open access, year of publication 2017 - 2021, English and Spanish language, rural secondary education level and exclusion; articles whose studies were carried out in higher education, in specific areas, related to research policies, evaluation, studies before 2017 and articles from systematic reviews. The results and findings emphasize that digital literacy levels are scarce and limited in terms of the skills developed by students and teachers to achieve digital competencies, in addition to restricted access due to technological, economic, and coverage gaps of families. The conclusions are aimed at strengthening urgent educational policies in addition to the integration of the school curriculum.

Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China

Educational sustainability development (ESD) is central to our sustainable future. To promote inclusive and equitable quality education under the backdrop of sustainable developmental goals (SDGs), we intend to understand how rural students perform in academic studies of post-compulsory high-school education in China by assessing their academic performance based on measurements of four content subjects: Chinese, English, Physics and Biology. A total of 93 senior high school students (Grade 11 and Grade 12) participated in this study and they were enrolled in a rural school from the Guizhou province, China. Our results yielded no significant differences in overall test scores between Grade 11 and Grade 12. Repeated measures multivariate analysis of covariance (MANCOVA) across grade level showed stagnant progress in English reading and a decrease in science-related subjects, which indicates a plateau of academic achievements in rural secondary education. Furthermore, the interactional analysis identified a gender gap leaning toward male students because boys scored higher than girls in the three tested subjects. Applied implications were discussed with respect to sustainable education development in rural areas.

RETRACTED ARTICLE: Study on ethical dilemmas faced by teaching professionals in rural environments

This study examined how the beliefs and expectations of rural secondary education teachers, their students and the difficulty of motivation influence their strategic classroom and their interpersonal motivating practice. In this philosophical essay suggests that a more detailed analytical approach is required to address the dilemmas in the work of teachers. The conceptual framework of dilemmatic area (DA) in educational environments and claim that it is important to explain and expand the comprehension of the problems of teachers ‘everyday experiences to incorporate and analytically use the conceptual framework in an educational context. The concept of a dilemmatic area thus gives a more complicated interpretation of dilemmas and their place and relationships. This research focuses on the profiles of the professional identification pressures of the teachers surrounding their shifting position from the pupil to the instructor, pupil care and teaching guidance. Teachers are always considered ‘professional ‘and autonomous, both in their choice of teaching methods and in their choice of curriculum content (subject to compliance with specific guidelines at the national and local level). The research is empirical and as such is based on two fundamental dimensions: -to obtain a sound theoretical understanding and the means to deal with and to develop the knowledge that can be gained through interviews with teachers, school leaders, and other significant players. The analysis includes: There has been a serious effort to examine problems of behavior concerning the specific theoretical frameworks provided in contemporary literature. These findings show consequences for the development of rural teacher education and professional development for teachers.

Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

The purpose of this study was to compare the differences in rural secondary special and general education teachers' perceptions of their efficacy in teaching students in an inclusive classroom. The sample consisted of 148 rural secondary general education and 32 special education teachers. The researchers used an independent-samples t test to determine if there was a difference in the efficacy of student engagement for general and special education teachers. Results indicated there was a significant difference in the efficacy of student engagement for general and special education teachers. The researchers completed further examination using stepwise multiple regression analysis to determine the extent to which teacher characteristics predict efficacy in student engagement. Implications of the findings for policy and practice in rural schools are also discussed.

Ensino Médio em São Paulo: a expansão das matrículas nos anos 1990

Resumo: O artigo integra pesquisa sobre a expansão do Ensino Médio no estado de São Paulo, no período de 1991 a 2003. Justamente na década voltada à focalização das políticas no Ensino Fundamental, o Ensino Médio viveu o maior período do seu crescimento. São apresentados os dados acerca da evolução das matrículas nas quatro redes de ensino: estadual, particular, municipal e federal, bem como sua distribuição entre a Região Metropolitana e o Interior paulista. Também são apresentadas as matrículas por período, por série, e no ensino médio rural. Por fim, o texto aponta possibilidades de interpretação do fenômeno.

A Rural Secondary Education: Saskatchewan, 1958-1961

Religion and local politics have always weighed on secondary education in rural Saskatchewan but so have the brute facts of regional economic history. Isolation and near-poverty helped to ensure low completion rates in the 1950s, and especially in the south-western section of the province. In this memoir the author details educational practice just when prosperity was about to strike the system and the region in the 1960s and 1970s.

A Preliminary Exploration into the Structural Reform of Rural Secondary Education (1981)

Starting in the second half of last year, we set up an experimental model for reforming the system of secondary education. Four counties and cities instituted twenty-six specialized courses, of which thirteen, with a total of more than eleven hundred trainees, concerned structural reform in the countryside. This year, we expanded the experimental model bygradually converting a few schools in each county and city within the prefecture into agricultural (vocational) schools.