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This case study was aimed at assessing the factors influencing the motivation for hiring and retaining rural schoolteachers using the example of Chinese educational practice. To achieve the goal, a survey was conducted among teachers of rural schools in China (n = 119). The survey evaluated: factors affecting teachers' decisions to continue teaching in a rural school; factors that determine teachers' willingness to work in a rural school; factors of rural schoolteachers' satisfaction with their workplace environment, as closely related to their retention. Analysis of the portion of the questionnaire evaluating factors that influenced teachers' decisions to work in a rural school (Cronbach's alpha =.608) and satisfaction with the workplace environment as a retention motivator for a rural school (Cronbach's alpha =.807) suggests a fairly strong internal consistency of the above drivers. This implies that the factors contributing to more successful teacher recruitment are not the same as the factors affecting the long-term decision to stay in a rural school. Though a teacher can be hired by leveraging available social capital, community and classroom are important contributors to retaining such teachers in the workplace. The study postulates the need for sustainable teaching staff for rural schools and contributes to the literature on the assessment of teacher recruitment and retention factors in rural areas. [ABSTRACT FROM AUTHOR]

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The aim of the study us to analyze the difference of bullying (traditional bullying and cyberbullying) in rural and urban contexts. A total of 1094 junior and senior high school students (62.5% from urban areas, 37.6% from rural areas) from the region of Castile-La Mancha (Spain) took part herein. The results showed a similar proportion of intervention in all bullying roles and in polybullying in urban and rural context schools. However, victimization and physical bullying perpetration is more frequent in schools in urban areas. In rural schools, aggression is normally aimed at schoolmates. Regression showed the link between context and perpetration role. Victims in rural settings expressed greater distress than victims in schools in urban areas. These results indicate that the size of the population where the schools are located may be a relevant factor for the intervention, as well as the need for intervention at individual, group and community level in collaboration between schools and social services. [ABSTRACT FROM AUTHOR]

Small rural schools have often been characterised as being at the heart of their communities. However, there is no clarity on what that means nor on the perceived meaning of 'community' within this context. The findings of the Small School Rural Community Study focused on the relationship between small rural schools and the communities they serve within the post-conflict context of Northern Ireland's religiously divided schooling system. Using survey data and qualitatively derived data from this three-year study, we explore the ways in which community is understood and conceptualised by school principals, staff, parents, pupils and community members, in five case study areas. Similarly to another research study, our findings suggest that community can be conceptualised as having four key dimensions: people; meanings; practices; and spaces. The study found that a range of 'community practices' happened in school and around school, and that these practices had attached meanings, with schools helping to develop a sense of belonging and pride in the community, sometimes even a sense of 'shared space'. Drawing on these key dimensions, the paper provides a theoretical framework of 'community' to expand our understanding of school-community relations and the potential value of small rural schools beyond simply the educational. [ABSTRACT FROM AUTHOR]

This article aims to review various studies on the immense digital divide between rural and urban schools, specifically on classroom technologies in English language learning. We synthesize 26 from 2016-2023 discussing some external and internal issues regarding the differences between rural and urban schools' classroom technologies in English language learning, including (a) Integration of Information and Communication of Technology (ICT) in English language learning in rural and urban school areas (b) Digital divide between the use of technologies in rural and urban school area, (c) External and internal factors (d) challenges. The majority of researchers in the study above used qualitative, quantitative, and mixed-method studies to find the result of the study through experiments, observations, and interviews. These recent studies have shown the relevant findings and results implemented in English language learning. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse children's inter-age relationships in rural schools, given that the low number of pupils can limit the possibilities of socialising with children of the same age, encouraging relationships with older or younger classmates, both in the classroom and in the playgrounds. The research carried out was a mixed research, using a questionnaire sent to rural schools all over the country, and ethnographic fieldwork during four months in a rural school. The results show the good inter-age relationships that are generated in these environments and the good influence that multi-grade education has on the education and integral development of children. The study concludes by highlighting the value of children's inter-age relationships in rural schools and calling for further studies to increase knowledge on the subject.

This article investigated the difficulties faced by rural, water and forest schools, in different regions of the country, to guarantee access to basic education during the Covid-19 pandemic, as well as analyzing the pedagogical strategies used during emergency remote teaching, with emphasis on the use of social networks. The data were obtained through interinstitutional research entitled Education and rural schools in times of the Covid-19 pandemic, developed between the years 2020-2023. National data were collected through an online questionnaire and interviews via video call. The subjects interviewed were workers from rural schools in 2020. The article uses quantitative data from questionnaires to profile the interviewees and qualitative data from interviews to highlight difficulties and strategies in school practice. Several difficulties in remote teaching were identified, with emphasis on the lack of internet and adequate equipment, compromising access to digital platforms. Other difficulties highlighted are related to the use of the printed materials strategy and the compromising of the teaching and learning process due to the need to carry out remote teaching. Notably, the social networks were used as a support strategy to facilitate “teaching” and learning.

This article aims to organize some thoughts on the materiality of water courses and forests for rural individuals in different Brazilian territories and the relationship between rural schools and Agroecology during the COVID-19 pandemic. The analysis, based on data from 2020 and 2021, investigates how schools and their embeddedness contributed or could contribute to the construction of another agri-food system based on the principles of Agroecology. The methodological framework centered on surveying methods, literature review, and interviews with teachers from rural schools. The data point to the importance of schools in guaranteeing the food security of many families, in collective solidarity actions development, and in the production of pedagogical alternatives based on the critical understanding of the students' reality, which also are central elements for Agroecology practices.

A lack of access to a sequence of introductory to top-level curricula in rural schools has widened the achievement disparity between rural and urban students and influenced the number of college degree holders in rural areas. Recently, surging diversity and differentiation in income levels across nonurbanized areas can serve as determinants of the development of academically rigorous course pipelines in rural schools. This study examines differentiation in spatial access to the curriculum ladder for rigorous mathematics in three southern U.S. states during the 2017–18 school year: Alabama, Arkansas, and Mississippi. Policy variations in these states yield different effects on the sequence of rigorous mathematics courses in rural high schools. Given that the mathematics course pipeline reinforces college access, access to academically challenging courses likely outweighs the rural disadvantages of college readiness in non-urban students and the persistence of inequality in public education. [ABSTRACT FROM AUTHOR]

The article aims to present some principles and actions for rural schools to become spaces of belonging, and to incorporate, into their practices, the multi-scalar and contradictory reality of the community where they are located. By doing so, they become places. Based on bibliographic review and participant observation, we highlight the importance and necessity of schools to facilitate: interdisciplinary pedagogical work with students’ reality as a reference, collective planning, the study both of Agroecology and field projects in dispute in the country, student self-organization, and the production of teaching materials that are territorially referenced. Thus, we understand that the schools need to build, in everyday life, their meaning for the community by overcoming traditional teaching and exercising an active stance connected to subjective and objective life issues.

The article presents results of research carried out within the scope of the Master's in Education and aims to analyze the educational practices carried out at Colégio Estadual do Campo Paulo Freire, in Francisco Beltrão, to identify their importance in the relationship established with young people and their families, as well as the possibility and limits of the work developed by the school for the permanence of young people in the countryside. The research was qualitative, using questionnaires with open questions to students and educators, in addition to document analysis. The research results show educational practices based on interdisciplinary collective planning based on the continuing education of educators and the context in which the school is inserted, enabling the institution to approach the reality of young people and their families. However, most young people do not plan their life in the countryside due to the difficulties faced by them and their families. Among the difficulties, those related to youth sociability stand out, such as lack of leisure and poor quality of access to the internet signal.

This research used the Methodology of Narrative Productions (MNP) to understand how the experiences evidenced by the educators' narratives can contribute for the development of pedagogical practices articulated to the principles of the Rural Education. In methodological terms, we carried out three narrative interviews with rural educators who worked in a rural school in the city of Carangola – MG based on the assumptions of the MPN. The data indicated the existence of different experiences acquired by each educator who participated in this research, throughout their life, school and/or professional trajectory that put them in contact with the rural people. Among other issues, the narratives showed that all participants indicated developing educational processes articulated to the cultures, knowledge, and ways of life of rural people. However, in these analyses we found that the articulation depends exclusively on each educator, as there is no policy and/or guidance from school management and/or the municipal government that encourages such practices.

The article compares the community functions of schools and the support to schools from the municipality representatives and community depending on the location of the school – in peripheral or semi-peripheral rural areas, rural small towns, outer suburbs and also in towns, i.e., at various distances from the town. It is based on controlled interviews with school headmasters and mayors of the respective municipalities and on the collection of information from annual school reports and school inspection reports. A total of 57 schools of two districts in the south-west of Czechia were evaluated. The assumption that complete rural schools in peripheries have the greatest community functions was confirmed; but complete rural schools in semi-peripheries also received similar assessment. However, a fully functioning rural "community school" was not found in the case study area. Schools in towns show weak community functions, because community functions in towns are provided by other institutions and facilities.

Public elementary schools in rural municipalities represent key institutional amenities for the communities they serve, and their administrations are part of the broader municipal political structure. This article focuses on the views of Czech mayors regarding the role schools play for municipalities and a consideration of how school operation practice can produce positive outcomes for school and community. Schools have proven to be important local institutions with many social functions for which municipalities have various support tools and strategies. We argue that the good functioning of the school strongly depends on the local political representation’s support. The rural school incorporates both an investment in the physical environment of the municipality and a strategic investment in the human capital for the future generations, and sustainable development of municipalities.

Although research shows the importance of dialogue for learning, and that multiliteracies should be integrated into the classroom, there is little literature that brings together both perspectives. This article seeks to help fill this gap in the research, with the aim of identifying the types of interaction and the most commonly used didactic strategies from the point of view of multiliteracy pedagogy. The study is conducted in a rural multi-level school in the south of Chile, analyzing lessons in Language and Communication. The methodology employed is a case study that includes classroom observation and teacher interviews. The analysis used three complementary theoretical-methodological approaches: the productive dialogue inventory (Howe et al., 2019), the pedagogy of multiliteracies (Kalantzis & Cope, 2023) and the ideation system of Systemic Functional Linguistics (SFL) (Halliday, 1978). The results show that interaction occurs mostly through the traditional initiation-response-evaluation (IRE) pattern, which correlates in SFL with the types of processes (verbs) deployed and with a restricted use of the pedagogy of multiliteracies; in addition, a high frequency of the normative register is observed, at the expense of the instructional register. All of the above hinders greater orientation towards dialogue focused on learning. [ABSTRACT FROM AUTHOR]

Despite a national and international commitment to inclusion, digitisation and creativity, few studies have combined an analysis of all three, and even less so in the context of rural schools. The aim of this paper is to identify the views of teachers in rural schools which have particular difficulty regarding the use of digital media from a creative and inclusive perspective. This paper reports on a study in the Autonomous Community of Aragon, as part of a state R&D+i research project on 'Discourses and creative and inclusive teaching practices with digital media in schools with special difficulties' (PID2020-112880RB-I00). A mixed quantitative-qualitative design is used, based on an ad hoc questionnaire completed by 52 teachers from a sample of 29 rural schools of special difficulty (N = 69), 30 semi-structured interviews and five focus groups with 18 teachers. The study shows that only a part of the teachers in the rural schools analysed consider a creative and inclusive perspective on the use of digital media in the classroom. The article concludes by highlighting the tensions around these media in rural schools with special difficulties. It also shows the opportunities offered by digital media in these schools from a creative and inclusive perspective. [ABSTRACT FROM AUTHOR]

The study of the history of education from a gender perspective in rural environments is a new line of research. The aim of this study is to analyse the role of the family context and educational policies in the continuity and transformation of female education in rural areas during Franco's Spain. Information was collected through 29 interviews with women between the ages of 45 and 95. The results obtained reveal that both elements played a fundamental role: in the first stage of Franco's dictatorship (1939-1959), female education was conditioned by (i) the lack of family awareness which resulted in high rates of female absenteeism, (ii) the patriarchal system and educational policies linked to National-Catholicism which promoted a new model of femineity linked to the home. It was from the 1960s onwards that the first generation of rural female students was born. They finished primary school and went on to Secondary Education thanks to school homes, challenge baccalaureate exams, technical colleges for women, and, above all, the influence of their families, especially their mothers, who encouraged them to study and to leave behind old female role models. [ABSTRACT FROM AUTHOR]

Rural schools have their own identity, influenced by the context in which they are immersed and their multigrade classroom structure. According to the United Nations' Sustainable Development Goals, educational institutions must ensure the preservation of the particularities of the environment by taking into account the territorial dimension as a contextual element and as social and cultural heritage. Therefore, the integration of territorial elements into educational practices, projects and didactic support materials is a relevant topic for investigation. This paper aims to identify whether rural schools have the work of the territorial dimension as a priority in their educational practices and, specifically, if the curricular didactic materials used in multigrade classrooms also contemplate this. A survey questionnaire was administered to a representative sample of 537 Spanish rural teachers, and focus groups and semi-structured interviews were conducted. The results show that, although work on the territorial dimension is considered, it is not identified as a priority. A dearth of didactic resources thinks about the rural context and has references to it, and there is a lack of collaboration with families and communities in the creation of resources. The conclusion refers to the importance of bearing in mind elements of the territorial dimension in curricular materials and improving communication networks between teachers and teacher training. [ABSTRACT FROM AUTHOR]

Leadership in rural schools is well studied. However, few studies have investigated how teacher leadership influences rural teacher job satisfaction, burnout, and attrition. This study aimed to fill the research gap by analyzing data from the 2020–21 National Teacher and Principal Survey (NTPS), focusing on U.S. rural teachers. Using a sample of approximately 8910 rural teachers selected through a two-stage sampling process, this research examines the associations between teacher leadership, teacher wellbeing, and their intent to leave. The survey, administered by the National Center for Educational Statistics (NCES), included measures of teacher leadership (instructional and non-instructional), job satisfaction, burnout, and intent to leave. The authors found that (a) rural teachers with higher levels of teacher leadership reported higher levels of job satisfaction and lower levels of burnout, (b) rural teachers with higher levels of job satisfaction or lower levels of burnout are less likely to leave or move, and (c) instructional and particularly non-instructional teacher leadership are indirectly linked to teacher intent to leave or move through job satisfaction and burnout. The discussions, conclusions, and implications for school policy and school leadership are presented. [ABSTRACT FROM AUTHOR]

We analyse the meanings that rural schoolteachers construct about inclusion, following the entry into force of the School Inclusion Law in Chile in 2015. Rural schools are more than half of the schools in Chile. This is a qualitative study involving six rural schools in the north, centre and south of the country, with a basis in action research and ethnography. The results show that inclusion has different meanings for different teachers, indicating that passage of the law has not been accompanied by a policy providing clear meanings to guide teaching practices. However, one meaning commonly shared is that inclusion, understood as the acceptance of everyone, is a duty of rural schools, a cultural feature that apparently distinguishes them from their urban counterparts. [ABSTRACT FROM AUTHOR]

This chapter reports a study of education for first generation learners in Maharashtra, India. The research investigated issues of access and the quality of education provided. This was informed by the Capability Approach (Sen, 1993), which was applied to discuss data obtained through this investigation. The study interrogates approaches to promoting education for all; in particular, the methods adopted to meet the needs of first generation learners. Sen's theory when used in an educational setting enables us to look beyond the economic value of education and also beyond education as a human right (Unterhalter & Brighouse, 2007). The main aim of this study was to investigate educational opportunities and the influence of socio-economic factors from the perspectives of children and their parents. [ABSTRACT FROM AUTHOR]

Background: Molar incisor hypomineralisation is a qualitative defect of enamel. The diagnosis of molar incisor hypomineralisation is clinical and it can be challenging to manage. Objective: To determine the prevalence of molar incisor hypomineralisation among public school children aged 12 – 15 years in a south-eastern Nigerian rural community. Methodology: A cross sectional descriptive study of 12-15 year old school children was done in a rural public technical college and three public secondary schools selected in Nkanu–West and Udi local Government Area of Enugu State respectively. Socio-demographic data was obtained using semi--structured questionnaire. Tests of association between dependent variables and independent variables were conducted using Fisher’s exact test. Inferential analysis to determine predictors of molar incisor hypomineralisation was done using logistic regression analysis (binary). Statistical analysis was done using SPSS Version 25. P values ≤ 0.05 were accepted as being statistically significant. Results: One hundred and forty (47.3%) males and one hundred and fifty six (52.7%) females were seen and examined. The mean age of the children was 13.56 ± 1.1. The prevalence of molar incisor hypomineralisation was 2.4%. Molar incisor hypomineralisation was seen more in males than females. There was no significant association between MIH, sex (p = 0.71) and age (p = 0.59). There was significant association between MIH and socioeconomic status (p= 0.05). Socio-economic status was a predictor for molar incisor hypomineralisation (P = 0.04, OR = 0.20, 95% CI = 0.043- 0.944) Conclusion: Molar incisor hypomineralisation can affect the quality of life of children. Visit to dental clinic is recommended.

The lack of attention to teaching resources adapted to multigrade classrooms in rural schools is an issue that is beginning to be explored in international research. The invisibility of the school located in rural territories still persists in some fields of study, despite the fact that it represents an important part of the global educational ecosystem. An example of this is the still scarce editorial production and the lack of dissemination of teaching materials that support the classroom methodologies adopted and that also consider the rural school model, considering the diversity of ages and levels of the multigrade classroom and the characteristics of the territory. Along these lines, the aim of this article is to find out more about some of the challenges or problems related to the use and development of teaching materials in the multigrade classroom in order to formulate recommendations based on the needs detected in the information obtained. To address this issue, 32 semi-structured interviews and 4 focus groups were conducted with a total of 47 purposely selected key informants. The data collected were analysed using the grounded theory method with the help of the Atlas Ti software. The results identify barriers and opportunities, mainly associated with the attitude of teachers and their mastery of specific professional competences as well as the revision of teacher training plans. They also highlight the importance of disseminating specific curricular materials, outlining their development and analysis guidelines, influencing pedagogical leadership in schools, and promoting specific actions to support teachers.

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators' and teachers' responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders' trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools. [ABSTRACT FROM AUTHOR]

This study highlighted the school collaboration and process involved in implementing Tier 1 reading instruction in a rural school in New Mexico and measured the efficacy of this model on student outcomes. Our participants included seven elementary grade teachers, two special educators, one principal, and 106 students in Grades K-6. Our process involved adding more reading time to the schedule, providing teachers with pacing guides and fidelity checklists to maintain teacher accountability with reading instruction, leading biweekly professional learning communities for teachers, and using individually administered curriculum-based measures to track student outcomes in reading. Our results depicted student growth in reading outcomes across elementary grades and a reduction in risk for reading difficulties from the beginning to the end of the school year, which in part could be attributed to our model of Tier 1 reading instruction. [ABSTRACT FROM AUTHOR]

The history of vocational education in Podillia region remains among the little-studied problems of historical science. That is why the authors set the goal of revealing, on the basis of archival documents, the formation and pre-Soviet development of the Chebotar Lower Agricultural Craft School named after M.S. Ivanina (the village of Chebotarka, now the village of Zabolotne), which has not yet found its proper coverage. The Chebotarka craft school was opened in 1907 as a result of the initiative of the local peasantry, who wanted to provide children with a free education with a vocational focus. The key role in its opening and initial financing belonged to the wealthy peasant Maxim Stepanovich Ivanina. The official opening of the school took place on December 20, 1907. The school was financed by the state, hubernia’s and povit’s zemstvos, and local peasant’s society. The school had three departments: carpentry and turning, metalsmithing and blacksmithing and agriculture. At the same time, the agricultural profile appeared only in 1911 and was of secondary importance, that is, the school was primarily a craft school. The duration of study for pupils was four years. All pupils studied in the same class, and the distribution by profession took place in grades 2-3. Despite the positive dynamics of its development – the construction of its own building, the rapid replenishment of workshops with equipment and the library with literature, the school also had some disadvantages. Thus, the school was characterized by the transience of teachers and employees and the instability of the student population. If the fact that students leave is easy to explain – family circumstances, academic failure, etc., then the rapid change of teachers is explained by the difficult living conditions in rural areas and the desire of teachers to find a place in towns and cities. Despite all the difficulties of the First World War and the Ukrainian Revolution, the Soviet-Polish War and post-war devastation, the educational institution managed to survive and today it trains specialists for the economy of the Podillia region. Funding. The study was prepared based on the results of fundamental research “The Socio-cultural Space of Ukraine in the Second Half of the Nineteenth – First Third of the Twentieth Century: the Peasant-centric Dimension” (state registration number: 0123U101600) with the support of the Ministry of Education and Science of Ukraine. [ABSTRACT FROM AUTHOR]

Sustainable leadership practices ensure that the mission and vision of a school continue despite changes and challenges. Such a practice can build the capacity of the organization based on the environment, especially in shaping a better school climate. Past studies have found a significant link between school leadership practices and the school climate. However, there has been little discussion about the phenomenal relationship the in rural national secondary school (SMK) context. Hence, this study aimed to identify the level of sustainable leadership practices of principals and their relationship with the school climate in rural SMK in Malaysia. A total of 450 teachers were selected to participate in the study using proportionate random sampling and questionnaires were adopted as the research method. Due to the COVID-19 pandemic and the research population located in rural areas, data were collected through the mail. The findings showed that the level of sustainable leadership practices of the principals was high (M=4.18, SD=0.52), along with a high level of the school climate (M=4.14, SD=0.51). Sustainable leadership practices were also positively associated with school climate (r=0.607, p<0.05). These findings can be used by the Ministry of Education Malaysia to enhance sustainable leadership practices in the national education leaders professional qualifications designed specifically for future school leaders in Malaysia. In this regard, it is hoped that these findings will enrich the literature on sustainable leadership practices and the school climate. [ABSTRACT FROM AUTHOR]

Las políticas de concentración escolar en España se produjeron entre los años sesenta y ochenta del siglo pasado. Nuestro objetivo es conocer cómo fue el proceso de concentración escolar en España entre las décadas de 1960 y 1980 a partir de entrevistas realizadas a informantes-clave que han vivido la escuela rural y el tránsito hacia las concentraciones. Las políticas concentradoras perjudicaron la vida social rural y la identidad rural, pero lograron una modernización del sistema educativo, contando con instalaciones, servicios e infraestructuras, diversificación y formación del profesorado, ampliación de la oferta formativa y mejoras en la alfabetización y promoción escolar a niveles superiores.

Este artículo explica cómo se fue conformando un proyecto de recuperación del patrimonio educativo material e inmaterial en la Comarca del Maestrazgo (Teruel). Las prácticas de la museología social, la recuperación de la memoria de alumnos y profesores, el trabajo de archivo, la transferencia de conocimiento académico han permitido impulsarlo con siete escuelas recreadas en la actualidad. Todo ello aspirando constantemente a la implicación de las comunidades no como receptores pasivos del conocimiento sino como motor de esta iniciativa.

This paper shows results of a study carried out with a multigrade class in a rural school and focuses on a literacy teacher's pedagogical work organization. The discussion emphasizes how the teacher - by means of a planning structure - develops activities considering heterogeneity as a factor that contributes to both teaching and learning processes. Data were collected of participatory observation and video and audio recordings which were transcribed and subject to the Content Analysis (Bardin, 2016). Results showed a permanent structure of connected pedagogical activities by means of students' collective and individual organization in order to ensure that they learn how to read and write inclusively. Data trigger reflections upon the relevance of systematic pedagogical proposals as a possibility of structuring the literacy process while respecting heterogeneity of learning processes. [ABSTRACT FROM AUTHOR]

This research had as main objective to investigate the existence of qualified formations for teachers who work in the pedagogic practice of Rural School. Furthermore, it had the following specific objectives: to observe how these qualifications came about; to evaluate the ideological, social and political conflicts that teachers have in the current Brazilian educational political panorama, with regard to rural education and social movements; to identify the importance of the constant dialogue of the school with the social movements, demanders of Rural Education; and to highlight the challenges of the school related to the commitment to an egalitarian and emancipatory Rural Education. It was a qualitative research, with the use of interview and questionnaires to survey the objects with the teachers of the selected school. As a result, it was demonstrated that the formation, in the reality researched, is not fully based on the pedagogical practices of teaching for the field; the school only provided a targeted qualification in the year 2011; the conflicts experienced by the teachers passed for lack of consideration for work with agricultural content, lack of knowledge to work the land pedagogy etc.; there is a lack of communication between the school and the rural social movements; the school’s challenges for an egalitarian and emancipatory education were related, among others factors, to the absence of teaching proposals that contemplate the reality of the field and the qualification of professionals. [ABSTRACT FROM AUTHOR]

Based on the theoretical perspective of emotional governance, this study constructs a theoretical framework of structural emotion, anticipatory emotion and consequential emotion to explore the action logic of retaining special post teachers in rural schools in C Town, X County, Henan Province. It is found that the structural emotion in the rural schools of C town is optimized and the principal takes the lead in alleviating the negative emotion of the special post teachers and building the institutional foundation for the retention of special post teachers. The rural schools in C Town also recreate emotional spaces, try their best to meet the living needs of special post teachers, implement flexible management measures, develop feasible abilities of special post teachers, stimulate their endogenous motivation, and realize the reproduction of situational emotions. The constitutive actions is implemented to improve the meso-structural situation in which special post teachers are situated, enhance their subjective identity, and ultimately achieve the goal of retaining special post teachers. [ABSTRACT FROM AUTHOR]

Vocabulary is key to effective communication. Previous studies revealed that teachers often overlook vocabulary teaching compared to other language skills such as speaking, listening, grammar, reading, and writing. The integration of technology into the Malaysian education system has raised concerns about how vocabulary lessons are planned and executed in English classrooms, particularly in rural Sarawak schools in Malaysia. Studies in the past found that teachers have been hesitant to use Common European Framework of Reference for Languages (CEFR) aligned resources despite knowing about their availability. This research was conducted to determine the teachers' vocabulary lesson planning and the challenges teachers experienced when using the audio-visual (A V) approach to teach vocabulary in the primary-level English language classroom. Based on the purposive sampling technique, three primary-level English language teachers from one school in a rural area of Bau, Sarawak, participated in this study to provide rich information relevant to the research questions. Data were collected through semi-structured interviews, classroom observation and document analysis, and were analysed thematically based on Braun and Clarke's (2006) thematic analysis method. The findings indicated that teachers referred to CEFR-aligned documents for lesson planning especially when selecting resources and using the framework as a benchmark for practice. The findings indicated that teachers were facing challenges in two primary areas: infrastructure challenges related to information technology and policy challenges related to the CEFR. The results from this study provide practitioners with practical insights into how rural teachers implement the AV approach to teaching vocabulary in their classrooms. [ABSTRACT FROM AUTHOR]

Rural schools have been studied throughout their history. However, the presence of the students' perspective in these schools has not been a preferred topic. The aim of this research is to listen to and make visible the opinions and feelings of the students enrolled in the grouped rural schools (CRA) in the province of Ourense (Spain). The methodology used is participatory in nature and is designed to achieve the collaboration, involvement, recognition, and acceptance of the participants. In the process developed, a first stage of awareness-raising and a second stage of negotiation and joint decision-making can be distinguished. At the same time, interpersonal and intrapersonal reflection are combined. Child-friendly data collection strategies are used: 6 multilevel assemblies (143 minutes of audio recordings), photovoice (303 textualised photographs) and drawing conversation (101 narrated drawings). Six schools participated, with a total of 101 school children enrolled in pre-school and primary education. The data analysis process was carried out with the ATLAS. ti 22 software. The results obtained show that the pupils' voice focuses mainly on five visions centered on the material, academic, contextual, emotional, and relational aspects. In addition, play stands out as a transversal axis that saturates all the categories. The conclusions show the importance of taking into account the voice of the pupils, as it allows the participation of all pupils with a diversity of competences, skills and expressive styles. [ABSTRACT FROM AUTHOR]

This study examined the emotional resilience of teachers in inclusive classrooms at a selected rural school in Gauteng, South Africa. A qualitative case study research design was adopted for this study. A sample size of six participants including both male and female were selected using purposive and convenience sampling techniques, the participants were drawn from a rural school in Gauteng East District in the Gauteng Province. The participants that were selected for this study possessed teaching experience ranging from 5 to 33 years. Data was collected through a semi-structured in-depth interview and analysed using thematic content analysis. It is expected that the findings from this study will contribute to the body of current knowledge on emotional resilience of teachers in inclusive classrooms and also influence leaners learning and development in inclusive classrooms. In addition, the findings from this study could assist the Department of Basic education to develop a curriculum that prepares pre-service teachers for the long-lasting and enduring cumulative risk in inclusive classrooms. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease 2019 (COVID-19) pandemic posed unprecedented challenges for curriculum implementation in schools globally, but little is known about how teachers responded to these challenges in a rural school context. Objectives: The purpose of this study is to explore the curriculum implementation challenges and responses during the COVID-19 pandemic in a rural secondary school in South Africa. Method: The study used semi-structured interviews and document analysis to generate data. Results: The study established that COVID-19 highlighted pre-existing challenges such as lack of infrastructure, internet connectivity, learner-teacher support material and poor learner attendance and participation. These challenges exacerbated school closures, which created curriculum gaps leading to the prioritisation of certain topics and assessment tasks. Findings also revealed that teachers struggled with the necessary teaching strategies, as they were not trained to teach during a pandemic. In response to curriculum implementation challenges, the school in question installed Wi-Fi using the money allocation from the Department of Education, which enabled teachers to access programmes developed in other provinces and new teaching strategies used by other teachers. The findings highlighted that teachers engaged in team teaching and shared resources with teachers from neighbouring schools and the subject advisors. Conclusion: The findings show that responses to the curriculum implementation challenges could be addressed through innovation and agency in rural schools. Therefore, curriculum implementation in South African rural schools requires the joint efforts of all stakeholders. Contribution: This study provides insights into how teachers can be supported with skills and resources to negotiate, interpret and reconstruct their teaching practices to deal with curriculum implementation dilemmas in a rural school context.

Stakeholder engagement is an integral part of water governance to provide long-term sustainable water services (e.g., water storage, distribution, treatment). Yet, evidence-based studies documenting how community engagement contributes to water governance objectives are scarce. This Community Case Study describes key findings of a three-year experience by Global WaSH executing the Água Viva Program. The study recounts the process of building community engagement among stakeholders in the rural district of Monte Verde de Minas, in the city of Juiz de Fora, Brazil. The study is presented through the viewpoint of the Bridging Organization, Global WaSH. The Program had four main phases: Discovery and Planning, Awareness, Engagement, and Intervention. This study demonstrates the importance of multi-stakeholder participation and the crucial role of the community to reach sound governance. This article also shares the challenges of connecting the interests of distinct actors. It emphasizes the role of a team of WaSH specialists with relationship-building experience in merging community demands and government concerns.

Leadership in rural schools is well studied. However, few studies have investigated how teacher leadership influences rural teacher job satisfaction, burnout, and attrition. This study aimed to fill the research gap by analyzing data from the 2020–21 National Teacher and Principal Survey (NTPS), focusing on U.S. rural teachers. Using a sample of approximately 8910 rural teachers selected through a two-stage sampling process, this research examines the associations between teacher leadership, teacher wellbeing, and their intent to leave. The survey, administered by the National Center for Educational Statistics (NCES), included measures of teacher leadership (instructional and non-instructional), job satisfaction, burnout, and intent to leave. The authors found that (a) rural teachers with higher levels of teacher leadership reported higher levels of job satisfaction and lower levels of burnout, (b) rural teachers with higher levels of job satisfaction or lower levels of burnout are less likely to leave or move, and (c) instructional and particularly non-instructional teacher leadership are indirectly linked to teacher intent to leave or move through job satisfaction and burnout. The discussions, conclusions, and implications for school policy and school leadership are presented.

En este artículo se analiza la presencia de la escuela rural en la revista Cabás desde 2009 hasta 2022. En total se han hallado 38 investigaciones. Entre los resultados destaca que ha habido una continuidad en la publicación de estudios sobre escuela rural; y que las investigaciones se centran en España, aunque hay dos que lo hacen en Francia. Los estudios se han clasificado en ocho categorías, destacando la de “Museos” con más artículos. Cabáses una revista de referencia para la historia de la escuela rural.

This study aimed to measure types, levels, and perceptions towards the application of humor as a supporting material in EFL classrooms. One hundred and thirteen rural school EFL students were involved as the participants of this mixed-methods study. As for quantitative results, humor was revealed to have positive influence on EFL students’ learning development by facilitating the lesson and encouraging learning enthusiasm. Although some aspects of L2 humor were not believed to be helpful, other aspects such as modelling English use and usage and authentic materials proved that such L2 humor was advantageous. Meanwhile, interview results showed that L2 humor was considered paramount that it helped to progress English learning, improve learning strategies, and increase motivation. The combination between both results prove that L2 humor is not only entertaining, but also prospective for those who expect a more realistic or knowledgeable material that does not cause stress or anxiety in learning English, particularly in a rural context. In addition, this study was limited on quantitative and qualitative perceptions, but it did not attempt to implement L2 humor through an action research.

The rural population is potentially exposed to several environmental risks. Environmental risk management is a recurring challenge in rural educational communities that are far from large urban areas. Assessing and identifying the knowledge on prevention and response to environmental risks and natural disasters is fundamental for planning and designing educational programs for communities to face disasters. This article presented the practical application of a participatory methodology to obtain information about the knowledge and experience in the prevention and attention of environmental threats and natural disasters in the rural school Las Huacas, village of Quintana, municipality of Popayán, in the region of Cauca, Colombia. The diagnosis methodology consisted of three phases: preparatory, fieldwork and analytical. The participatory diagnosis allowed the construction of instruments and tools for social interaction, the conduction of dynamic workshops and the systematisation of the collected information. The results evidenced the lack of knowledge on environmental disasters and how parents and children must face them. The absence of communication facilities implied a high degree of vulnerability, which was compensated with the awareness, commitment and participation in the processes led by the educational community. The next challenge is the participatory construction of a scholar environmental risk-management plan supported on appropriated information and communication technologies. Contribution: This article presents the practical application of a participatory methodology to obtain information about the rural context and the knowledge and experience in the prevention and attention of environmental threats and natural disasters in a rural school in Cauca, Colombia.

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to develop an insight, from a narrative-generative perspective, into the knowledge that characterizes rural teaching professionalism and its potentially generative implications in a Mapuche community. Method: an exploratory-descriptive and cross-sectional qualitative research was carried out. The participants were 4 educators working in intercultural schools in the commune of Toltén (Chile), with an average age of 50 years and belonging to the Mapuche ethnic group. For data collection, in-depth interviews were used. Subsequently, the collected data was interpreted through content analysis. Results: The Mapuche epistemology that guides the professional work of the participants in intercultural educational contexts is described. The participants generatively promote the Mapuche sense of belonging in the students through play, positive affect, and critical reflection, integrating local knowledge and ancestral authorities in the rural teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English teachers in rural schools face many challenges. The difficulties encountered in English learning in rural schools are related to the condition of the students, the environment, and the English teacher's competence. This study aims to explore the challenge that arises in English language learning in rural schools. This study used a qualitative method design with four English teachers from four different schools as respondents. The results of this study show that there are still many obstacles encountered in teaching English to young learners in rural schools. English language learning for young learners in rural areas needs to be improved for several reasons. Including low student interest in English lessons, lack of support for English learning, such as support from parents and the surrounding environment, and the quality of English teachers, who are considered low.

The relevance of the research is due to the increased interest and need of specialists of various categories in studying the history of the formation and development of rural schools in Russia.The research problem is to conduct a scientometric analysis of thesis research containing the category "rural school" in the titles.The purpose of the research is based on the analysis of the research fund, to show the main directions of research activities to disclose the content of the main category - "rural school".The research objectives are to show the role of scientometric analysis as a quantitative assessment of the characteristics of dissertation research, the dynamics of the presentation of rural school problems in the titles of dissertations, to draw conclusions for further study of this problem and to determine the possibilities for the direction of this work.The research methodology is made up of a set of methods of scientific knowledge: scientometric analysis, synthesis, generalization.The research results. Based on the scientometric method, the article examines the study of dissertation topics containing the category "rural school" in their titles, presented in the section "Abstracts of dissertations" of the Unified Electronic Resource of the Russian State Library, which made it possible to fix the given semantic units of the studied scientific and pedagogical content and conduct their scientometric analysis, design further relevant research.Key findings. The quantitative analysis and content of the thematic clusters presented in the article allows us to conclude that the process of turning researchers to this issue is not intensive, orderly and methodologically secure and requires further and comprehensive study in the theoretical and methodological in a practice-oriented field.

This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period.