Rural education Research Papers - Academia.edu (original) (raw)

2025, KMF Publisher www.kmf-publishers.com/lps/

Artificial intelligence (AI) presents transformative opportunities to address the multifaceted challenges in India's rural education systems. This paper examines the dual dimensions of AI implementation: the challenges stemming from infrastructural deficiencies, socioeconomic disparities, and cultural resistance, alongside the opportunities AI offers in bridging educational gaps, enhancing learning outcomes, and fostering inclusivity. Adopting a descriptive research design based solely on secondary data and literature review, this study synthesises findings from existing academic research, policy documents, and global case studies. The analysis underscores the crucial need for targeted investments in digital infrastructure, policy interventions, and the development of culturally sensitive AI solutions. The paper concludes by outlining actionable recommendations for stakeholders and identifying areas for future research to scale AI-driven educational innovations in rural contexts.

2025, Journal of Vasyl Stefanyk Precarpathian National University

This article explores the theoretical and practical aspects of inclusiveness and diversity in education, focusing on attitudes toward individuals with special educational needs (SEN). The authors substantiate principles of equal access to education, gender equality, the rights of persons with disabilities, and cultural diversity, aligning them with the Sustainable Development Goals and the strategic priorities of the European Union. To address the research objectives, the following methods were employed: analysis of scientific literature on inclusive education and educational equality; media monitoring of various aspects of tolerant and intolerant attitudes toward individuals with disabilities across different countries; a comparative approach to examine best practices in teacher training across European nations; a questionnaire survey to identify cases of discrimination or inclusion in schools; and mathematical-statistical methods to process quantitative survey data. The article presents the findings of a study conducted among 240 future primary school teachers at Vasyl Stefanyk Precarpathian National University (Ukraine) regarding their readiness to embrace diversity and apply innovative technologies in inclusive classrooms. It also highlights the university's strategy for collaboration with schools and communities to promote inclusion and educational equality. Additionally, it explores the implementation of student exchange programs and international initiatives that enhance the professional experience of future teachers, as well as the support for social initiatives fostering an inclusive culture, as exemplified by the Pomeranian University in Słupsk (Poland). The article emphasizes the crucial role of mentoring in education and the need to support children from diverse social and ethnic backgrounds, including migrants, students with special educational needs, and national minorities. It also presents examples of pedagogical innovations that foster inclusivity and various barriers to accessmental, physical, informational, educational, and psychological-implemented in teacher training programs in Ukraine and Poland. The article explores several approaches to enhancing future teachers' infomedia literacy in the context of inclusion and diversity by analyzing media materials and online sources. Examining methodological case studies helps identify common trends and innovative strategies in teacher training, which can be adapted and integrated into educational practices across different countries.

2025

En este documento se presenta la situacion actual del equipamiento urbano en el Municipio de Envigado en el sector de la educacion, especificamente en lo que respecta a su ocupacion. Se inicia con la normativa internacional de los convenios que ha suscrito Colombia, tiene en cuenta la Constitucion Politica Colombiana que garantiza los derechos de ninos y jovenes a la educacion basica y la obligacion del Estado de satisfacer ese derecho. Se plantean las politicas establecidas en los planes de desarrollo de las dos ultimas administraciones del municipio de Envigado, desde el 2003 hasta el 2006 (politicas educativas, inversiones en infraestructura y en funcionamiento, cobertura, transferencias de la Nacion, asignaciones por estudiante), segun el Sistema General de Participaciones y gastos del municipio por estudiante. Luego se evalua la ocupacion de todas las instituciones publicas urbanas de educacion con respecto a su capacidad instalada, se evalua el crecimiento de la poblacion estu...

2025

Developing and Iterating on a Working Theory of Improvement .

2025, SINOPSIS EDUCATIVA. Revista venezolana de investigación

2025, Cultural and Pedagogical Inquiry

In this short essay, I present the process of making collages through one year (from March 2020 to April 2021) of the COVID-19 pandemic and analyze its therapeutic and transformative impact on me. I also discuss importance of being mindful, attentive, accepting, and contemplating during this process.
I have chosen to make collages for two reasons. First of all, through collages, I am able to tell stories, express myself, and deliver meaningful messages. Secondly, making collages reminds me of Dabrowski’s Theory of Positive Disintegration, in which the mental structure at a lower level must disintegrate and then, through challenging processes, transforms into a structure on a higher level of development. It is similar to collages. First, you must cut or tear chosen images into smaller pieces and then arrange and connect them into something new and meaningful.

2025, Educação e pesquisa

The Covid-19 pandemic forced universities to shift to an online learning modality and to dispense with face-to-face education, highlighting the inequality of opportunities and fewer education options in some sectors of the population. Students from rural areas had the greatest difficulties due to the possible lack of access to technological means and the quality of their internet connections. The present article is a systematic review of the literature about rurality and the use of technology in the university setting during Covid-19, through the analysis of 105 articles extracted from the Web of Science and Scopus, which were screened following the PRISMA guidelines, for a total of 17 valid articles. The results describe the university policies developed, the technologies utilized, the difficulties, and the good practices conceived. It is possible to conclude that the challenges experienced by rural students were greater than urban students, and being aware of this, the university policies worldwide opted for ensuring financial resources that could serve as support to these more vulnerable student sectors, so that they could follow the online classes. There is still much to be done, and it is necessary to adapt higher education to the specificities of rural areas and online education, to achieve a greater equality of opportunities. Keywords Rural area-University-Pandemic-Information and communication technologies-Research on scientific literature * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Spanish.

2025, Educação e pesquisa

2025, Gestion Sociedad

"Hacia un modelo pedagógico de sentido en lo político para estudiantes de Contaduría Pública," Gestión y Sociedad: No. 1 , Article 12. Disponible en: This Artículo de investigación is brought to you for free and open access by... more
"Hacia un modelo pedagógico de sentido en lo político para estudiantes de Contaduría Pública," Gestión y Sociedad: No. 1 , Article 12. Disponible en: This Artículo de investigación is brought to you for free and open access by Ciencia Unisalle. It has been accepted for inclusion in Gestión y Sociedad by an authorized editor of Ciencia Unisalle. For more information, please contact

2025

Debemos hablar de desarrollo entendiendo que el mundo tal y como va tiene muy pocas oportunidades, el desarrollismo es insostenible, y junto con él. modelo educativo que ha implementado a lo largo de la segunda mitad del siglo XX y lo que va del XXI. Los hombres educados para el consumo, el individualismo y la competitividad no están listos para defenderse y defender al planeta de la depredación del capital. Se hará referencia a los conceptos de desarrollo y sus críticas, al desarrollo dentro del paradigma neoliberal y a los conceptos de excelencia y calidad educativa que han sido los pilares sobre los que se han generalizado los modelos educativos subalternos al neoliberalismo en este continente.

2025, Journal of Research in Rural Education

2025, Academia Research Repository

This paper presents a unique AI-powered web application designed to support students in rural areas by providing personalized educational and scholarship opportunities. The tool utilizes natural language processing (NLP) and machine learning (ML) techniques to understand student backgrounds, goals, and challenges, then match them with relevant global programs. Developed using Streamlit and open-source datasets, this solution addresses the digital divide and promotes educational equity.

2025, Roadmap for Implementing NEP 2020 in Assam: Addressing Curriculum and Inclusivity Challenges

The National Education Policy (NEP) 2020 aims to transform India's educational landscape by 2047, but its successful implementation faces significant challenges. Critics argue that existing infrastructure and educational materials are inadequate to meet NEP's ambitious goals. There are concerns about incorporating the Indian Knowledge System into the curriculum and shifting historical narratives to more nationalist perspectives. This study explores the roadmap for implementing NEP 2020 in Assam, focusing on teacher-student ratios, curriculum development, and infrastructure needs. It addresses syllabus integration of Vedic and historical texts, flexible medium of instruction, and urban-rural educational disparities. The study also examines recruitment processes for teachers and the need for practical facilities, transport for students and teachers, and adequate resources for sports and physical education. It emphasizes enhancing infrastructure, streamlining resource allocation, and adopting innovative solutions to achieve the NEP 2020 objectives and contribute to India's development vision.

2025

It would be silly to think I accomplished this on my own…hardly! There were many moving parts, all working together that enabled me to complete this weighty task. In a very small way that does not do them justice, through a handful of words; I want to acknowledge a few people in addition to my mom who were a part of this with me. Kenny, you have this cool way of supporting me that always gives me that extra boost just when I need it. Your one liners…'you got this' or ‗get it girl'…would give me that push to finish a certain task. Thanks for putting up with me through all this and for making sure I had my breaks to recharge. Being your sister is the best, and you have helped with this goal more than you probably even know. Kimberly, your confidence in me has always motivated me. There are so many reasons why you are an awesome sister, but I think my favorite is how I laugh more with you than anyone! Trust me, all the laughing refueled me to tackle the next course, semester, paper, or chapter. Jack, I have learned from you and look up to you. You have been a gift to our family, and I am fortunate you are my brother-in-law. Thank you for supporting me through this program. Cameron, I will never forget how excited you were for me when I first started teaching…you were in elementary school and you were so proud of me. As you get closer to your first degree, know that I am a proud aunt and will always support you just as you have supported me. Bobby, the Cooperative Superintendency Program at The University of Texas was something I would check out online, read about, and think how amazing it would be to be a part of it, and then you helped me make it happen. For starters, thank you for vi nominating me and then guiding me along the way. I have learned so much from you; thank you for providing me with so many opportunities to glean from your experiences. People have told me I have the best mentor; I agree. You are a dear friend, and your encouragement and assistance while reaching this goal were priceless. Jill, I am not sure exactly where to begin…perhaps March 3, 2010. I was so uncertain about my treatise topic. I wanted to press on, and yet I was simply confused as I had all these ideas zooming through my head. When we met on that March 3 rd , I left that meeting a new, rejuvenated, focused person ready to take on my treatise. I have appreciated your guidance, intelligence, experience, and motivation during this process. Every time I would talk to you, I would be revved up and inspired to reach my goal. You have been a gem to me. Matt, hands down you were the best ‗deadline driver.' When I asked you to assist with keeping me on track with my deadlines, you took it on; and you were a huge help and motivator for me! You kept me on task with just the right amount of balance. You commended me when I deserved it and held me to the deadline when I needed it. Thanks for being a sounding board, for your insight, your wit, and for the all the positive words through this trek. Go Horns! Andrew, thank you so much for giving me the incredible opportunity to work at Manor ISD. I have learned so much from you and cannot thank you enough for your confidence in me and for allowing me the flexibility to be a part of this program. vii Dr. Olivarez, your direction and leadership helped me immensely to reach my goal. Thank you for accepting me into the program and for being my committee supervisor. Your wise feedback and guidance were invaluable.

2025, Interfaces Da Educacao

Nas últimas décadas do século XX, os Movimentos Camponeses passaram a problematizar questões sobre os direitos sociais conquistados pela Constituição de 1988. Diante de pressões políticas, ocupações e protestos, os Movimentos: MST, CONTAG etc., tiveram algumas reivindicações incorporadas na agenda de governo, dentre elas, a educação, destacando-se as Diretrizes Operacionais para as Escolas do Campo (Resolução CNE/ CEB n. 1 de 03/04/2002) e outras políticas até o atual Plano Nacional de Educação de 2014. Nesse trabalho, objetiva-se analisar as políticas nacionais voltadas à educação do campo, a partir de pesquisa bibliográfica e documental. Concluiu-se que as pressões políticas dos Movimentos Camponeses contribuíram para a criação dessas políticas públicas voltadas a Educação do Campo, assim como para a publicização e financiamento de experiências educacionais alternativas, para que fossem reconhecidas como processo de formação dos sujeitos, resguardando as suas particularidades.

2025, Australian and International Journal of Rural Education

The two themes of this paper are action research and online learning support in teacher internships in rural Australia. A model for the interaction of professional practise, the workplace and the university (Lee, Green and Brennan, 2000] came to inform the conceptualisation of a new final year teacher education unit which uses action research (Kemmis and McTaggart, 1988) as a learning process for interns (cf Beisser, 2000; Grundy, 1995]. This year long unit requires support in the first semester as internal students explore action research and identify potential areas for their improvement. In second semester interns (placed in 10 week internships almost exclusively in rural schools) are supported as they undertake action research to improve their practise. The unit has been piloted three times with small groups prior to full implementation in 2001. A move to online communication as the University's key support mechanism for interns at distant workplaces, and as an on campus lea...

2025, Journal of Research in Rural Education

If you know one landscape well, you will look at all other landscapes differently"; and "if you learn to love one place, sometimes you can also learn to love another." (p. 2) The argument is presented in several stages. We begin by situating our work in the current climate affecting rural communities in Australia-a continent and nation severely affected by drought in recent times, and facing escalating decline in rural populations and social infrastructure. We then focus on the more global concern of recruitment and retention of high quality teachers for rural schools, and examine the sorts of incentive schemes that currently exist in the Australian context to deal with our ongoing rural teacher shortage. Next, in connecting rural teacher recruitment and retention to teacher education, we suggest that teacher education providers can more successfully prepare teachers for rural settings if they understand and enact teacher education curriculum with a consciousness of and attention to the concept of place. Drawing on research into teacher education practice that actively promotes rural schools and communities as an attractive employment option , we report on a recent case study that highlights the global and programmatic features of a placeconscious curriculum that could be applied to other teacher education experiences. We conclude with the argument that place conscious pedagogies open a way for all teacher Citation:

2025

In the fast-evolving landscape of education, the early years have gained well-deserved attention for their lasting impact on a child's development. In a cosmopolitan city like Dubai, where innovation, culture, and global standards converge, parents are increasingly prioritizing environments that lay a solid academic, emotional, and social foundation during the first few years of life. These formative spaces are not just about childcare. They are purpose-built environments where exploration, creativity, and structured play shape the foundation of lifelong learning. Tailored for young learners typically between the ages of 18 months to 6 years, these settings support developmental milestones in a nurturing, engaging, and carefully designed atmosphere.

2025

Neoliberal governmentalities have shaped Victorian education from its foundation. Significant reforms in education globally and nationally have focused on increased accountability and devolution of responsibility to the local school to improve the efficiency and quality of education. Recent scholarship on the impact of neoliberalism on education demonstrates the creation of policies, curricula, testing, measures and standards, positioning education as a system that produces marketable, entrepreneurial-minded educators with disturbing consequences on the human capital, teachers and student.
This multidisciplinary study is threefold. Firstly, I utilise Michael Foucault’s theorisation to investigate how neoliberal governmentality shapes education policy in Australia and Victoria.
Secondly, this work argues that educational changes were not neutral. It demonstrates how neoliberal governmentality works in schools in Victoria by examining the genealogy of significant reforms in education in Victoria, focusing on two historical developments, the devolution of responsibilities to improve the efficiency and quality of education and the system of initial teacher education (ITE) and teachers’ selection to improve their quality.
Third, this thesis demonstrates how new modes of “mentalities” (governmentality) affect human capital subjectivity by analysing how performance, accountability, high-stakes testing and evidence-based practices impact teachers and students.
This thesis argues that despite those distortions, there is no evidence that education produces better student learning results or eases teachers' performativity requirements. On the contrary, the education system has become a data factory, where most aspects of teaching and learning are scrutinised and measured, producing phenomena of the performativity of teachers and students and the accountability of educators and principals.
I suggest that regaining teacher professionalism and trust in their professional judgment could be the way to overcome some of the distortions of neoliberalism and its impact on teachers' and students’ well-being.

2025, Journal of writing assessment

This article uses a disparate impact analysis framework to assess the impact of a policy change in writing assessment that roughly doubled the proportion of students placing into college English at Butte College, a two-year college in California. After establishing the disparate impact of placement, we tracked how students performed in college English, subsequent college courses, and overall college completion under the new policy. We found that substantially more students completed college English compared to previous cohorts, with Asian, African American, Latinx, and Native American students' completion of college English doubling or tripling. Upon taking subsequent college courses, students placing into college English under the new policy performed as well as those who had qualified for college English under the more restrictive policy. Overall college completion outcomes, including degree completion and meeting the criteria for transferring to 4-year universities, have generally improved and become more equitable since the 2011 policy change. These findings suggest that broadening access to college English can be a powerful lever for reducing racial and ethnic gaps in the completion of college English and may help to reduce gaps in the attainment of other, longer-term college completion outcomes.

2025, Psychology and Education: A Multidisciplinary Journal

Multi-grade teaching is when a teacher instructs students at many grade levels. The pupils' geographic and demographic makeup determines the necessity of multi-grade classes. In other instances, the lack of educational resources; such as classrooms and teachers has increased the necessity of this style of instruction. This study used descriptive-correlation and determined the state of affairs of multi-grade classes as well as its relationship on scholastics response in Lake Sebu District, Schools Division of South Cotabato. The respondents were thirty (30) public elementary school teachers handling multi-grade classes in Lake Sebu District. The finding revealed that majority of the classroom in multi-grade classes is standard (7x9m) size for monograde instruction and makeshift. Moreover, majority of teachers were not trained in multi-grade methodologies. The content and quality of teacher's preparation; content and quality of assessment system; structure and learning environment of multi-grade classes; and quality and quantity of teaching-learning materials were all at good state of affairs. Relatively, the scholastics response determined by numeracy; behavior; and literacy were all at moderate level. The profile of the multi-grade classes in Lake Sebu District significantly contribute to the state of affairs. In addition, it was found out that there is a significant relationship between the state of affairs of multi-grade classes scholastic response in Lake Sebu District. A comprehensive training programs specifically focusing on differentiated instruction, classroom management strategies, and assessment techniques for multi-grade classes is being proposed as instructional intervention.

2025, British Educational Research Journal

This study investigates the nature, effectiveness, and implications of fee-based private tutoring among primary school students (ages 11-12) in rural Kazakhstan, an underexamined context in shadow education research. Grounded in Bronfenbrenner's (1994) ecological theory and the 'new sociology of childhood', the study employs a mixed-methods approach, integrating survey data (N=662) with qualitative participatory methods, including group interviews and children's drawings (N=60). Findings reveal that 43.5% of students received private tutoring, with group tutoring being the most common due to affordability. Unlike their urban counterparts, who primarily seek tutoring for high-stakes exam preparation, rural students used it to strengthen subject comprehension and improve school performance. Some students also identified social and psychological benefits, such as enhanced self-confidence and improved communication skills. They acted agentively by pinpointing its drawbacks, including reduced time for leisure and financial strain on families. These findings highlight the need for policymakers to strengthen rural educational resources and address systemic inequalities that hinder access to selective schools, particularly due to geographical and socioeconomic barriers. Future research should explore the long-term effects of private tutoring on students' academic and socio-emotional development, with particular attention to its role in supporting disadvantaged students and those with special educational needs.

2025, Pimena Cultural

In this article, we will share a significant experience carried out in a public
secondary school in Brazil, in which students participated in a process
of reading, writing, and publishing chronicles. Within the framework
of decolonial studies and linguistic policy, chronicle writing has been
consolidated as an effective pedagogical tool to develop linguistic skills,
while offering students the opportunity to critically reflect on power
and their role as authors. With its journalistic roots, the chronicle genre
connects students with cultural and linguistic practices from their local
context, giving them a space to explore their voice and representation
capacity through language. From a decolonial perspective, writing acquires
special relevance, as it allows students to challenge the structures of
linguistic power, often marked by colonial hierarchies. González et al (2019)
maintains that writing chronicles on the ground is useful for practicing the
language, which also empowers students, giving them a sense of belonging
and ownership over their language. This allows them to claim their identity
in a context historically influenced by colonial hegemony. This type of
activity also questions the hierarchy that determines the right to write and
publish, encouraging students to express their voices and contribute to
the creation of new narratives. On the other hand, Watkinson (2019) states
that authorship in decolonial studies is intrinsically linked to resistance
to linguistic and cultural imperialism. Through the chronicles, students
explore their identity while questioning the linguistic policies imposed by
the colonial power. Cardona (2022) adds that language serves as a vehicle
for social transformation and as a vital instrument in the construction of
community and the pursuit of social justice.

2025, Revista Brasileira de Educação do Campo

O Movimento dos Trabalhadores Rurais Sem Terra (MST) foi constituído em 1984 com o principal objetivo de lutar pela reforma agrária no Brasil. Com mais de 30 anos de história, o MST, além de organizar a produção e a intervenção política, construiu uma obra educacional importante para os Sem Terra, e uma formação voltada para a mudança de valores. Dentre esses valores destacamos a luta pela igualdade de gênero. Desse modo, o principal objetivo deste artigo é apresentar aos leitores uma análise das políticas de gênero do MST, destacando a ligação desse tipo de política com a formação dos Sem Terra. Os procedimentos adotados foram a pesquisa documental e a pesquisa bibliográfica. Para a coleta de dados foram utilizadas as publicações oficiais do MST, textos elaborados por seus militantes e a literatura especializada sobre a temática. A análise nos levou a concluir que o Movimento, desde sua criação, tem produzido textos teóricos e desenvolvido ações práticas tentando ampliar a participação das mulheres na produção, nos coletivos decisórios e coordenações políticas; garantir e ampliar os direitos jurídicos das mulheres; combater a violência contra a mulher; e introduzir a igualdade de gênero nos seus cursos de educação formal e nos de formação. Para tanto, o MST elaborou propostas estratégicas e criou um Setor de Gênero voltado à promoção da igualdade de gênero e à participação igualitária.

2025

En este artículo analizo las dimensiones formativas en la incorporación de los niños al trabajo, partiendo desde posiciones regulacionistas que permiten poner en discusión la relevancia del trabajo en contextos familiares como parte del proceso de transmisión intergeneracional de saberes vinculados a la reproducción social. A partir de estos posicionamientos teóricos consideraré, a través del trabajo etnográfico con dos familias vecinas que viven en contextos rurales del noreste de Argentina (San Ignacio, provincia de Misiones), cómo su posición estructural dentro de las nuevas configuraciones del espacio social agrario ha producido distintas relaciones de los niños con el trabajo en las dos ultimas generaciones, incidiendo así en las experiencias formativas vinculadas a la reproducción social en las que participan en su vida cotidiana.The aim of this article is to analyze the formative dimension on children’s work from a regulationist standpoint; this theoretical perspective disclo...

2025, Les escoles rurals Innovació educativa i cohesió social

Aquest llibre neix de la voluntat de fer visible aquesta realitat educativa singular, però alhora universal.Aquest llibre parteix d’una visió renovada de l’escola rural, entesa com un espai dinàmic que ha sabut transformar-se i adaptar-se per superar prejudicis antics. En aquestes pàgines trobareu reflexions pedagògiques, vivències, reptes i il·lusions compartides
que esperem que serveixin per continuar repensant l’educació, per donar valor a allò que sovint es considera perifèric i per reivindicar la potència transformadora de les escoles rurals. Perquè l’escola rural no és una escola petita: és una gran escola!

2025

Fil: Ferreyra, Horacio Ademar. Universidad Católica de Córdoba. Facultad de Educación; Argentin

2025

El presente artículo propone un acercamiento a las reflexiones de José Carlos Mariátegui, sobre tres tópicos que atraviesan el problema de la instrucción pública en el Perú de los años veinte, a saber, el espíritu colonial de la educación, la enseñanza de clase y la sensibilidad revolucionaria de la figura del maestro. Enfatizar sobre estos aspectos invita a comprender el pensamiento de un marxista latinoamericano del siglo XX, como José Carlos Mariátegui, quién defendió un proyecto político de educación indígena y popular y que tenía entre sus principales preocupaciones, la modificación estructural del sistema de educación pública y la apuesta por una educación popular que contemple a los hijos de la clase obrera y a los sectores explotados de la sociedad peruana. La originalidad de su pensamiento revolucionario sigue aún vigente para quienes avivan el fuego de la rebeldía en el intento por construir proyectos emancipatorios desde y para Nuestramérica.

2025, Revista Terra & Cultura: Cadernos De Ensino E Pesquisa

Este artigo tem o objetivo de analisar como as limitações das respostas tradicionais à demanda por reforma agrária oferecidas pelo paradigma proprietário fizeram os movimentos sociais incorporarem novos signos à luta pela terra, alargando o próprio sentido deste direito. Para tal, resgata-se a construção histórica do tratamento jurídico dado a este direito, destacando que o ordenamento pátrio por meio da Constituição de 1988, ampliou seu conteúdo jurídico. Por sua vez, agregaram-se outras dimensões à luta coletiva por este direito por meio de um "giroecoterritorial" e a complexificação das pautas dos movimentos sociais. Através da análise das políticas de reforma agrária, conclui-se pela necessária readequação destas de maneira a possibilitar-se a plena garantia dos direitos coletivos à terra e ao território.

2025

Our goal in this paper is to discuss two rather unsurprising notions. The first is that teacher learning impacts schooling improvement. The second is that teachers, like all other learners, need to be scaffolded through the learning process. As part of this discussion we will present examples from a school-university partnership project aimed at raising student achievement in reading comprehension. Specifically, we will describe tools that we have used to effectively support teachers in learning to work with student data as they strive for improvements in teaching and learning. For the past four years [2009-2012], a team of Griffith University researchers has been engaged in a literacy innovation partnership project working with two clusters of schools in a culturally diverse, low socioeconomic area south of Brisbane. The project is a research and design collaboration funded in part by an Australian Research Council Linkage grant. In the 2011 school year, we worked with 133 classroom teachers and 3149 students in 12 partner schools. This group of schools is demonstrating accelerated progress on TORCH and NAPLAN measures of reading. Our goal in this work was to close the achievement gap by helping teachers develop skills in making evidence-based decisions about what to teach, to whom and how, assisting the school community to develop a reflective practice capacity, and

2025, Experiencia docente en CONAFE. Análisis y critica del modelo ABCD. API Cristel Cruz López.

En el presente trabajo se desarrolló la explicación sobre la experiencia que he tenido durante el trabajo que realice en CONAFE, después de haber egresado de la licenciatura. Exponiendo que CONAFE, es una institución pública que brinda educación básica a los lugares más alejados de los servicios básicos. Explicando la manera de cómo se trabaja en los distintos niveles educativos con los que cuenta, la manera en la que se trabaja es con cinco campos formaticos, los cuales se estructuran por unidades (son temas que tienen que ser investigados a profundidad), por el tutor, en este caso es el maestro y el aprendiz es el alumno. La creación de CONAFE, la principal finalidad de su fundación, las figuras que lo componen para que se lleve a cabo la educación a los niños, considerando que en la actualidad se trabaja el modelo ABCD (Aprendizaje Basado en la Colaboración y el Dialogo). Comparo la teoría de Jean Piaget, con los principios pedagógicos que se aplican al modelo ABCD, ya que dichos principios no se cumplen al querer lograr un aprendizaje significativo con el alumno. En cuanto a la toma de una unidad se ubica al alumno en un inicio el nivel de conocimientos previos con los que cuenta y con los que se desea terminar. Pero en la mayoría de ocasión se les exige más a los alumnos ya que las rubricas para evaluarlos, marcan niveles que los alumnos no cumplen con su edad y nivel educativo. Ya que en la mayoría de las comunidades a las que se les brinda el servicio educativo no cuentan con el material suficiente, para desarrollar los temas e incluso por la distancia en la que se ubican el acceso para llegar a ellas es complicado.

2025

Among rural non-governmental organisations there are those, which unite few members and act incidentally using mainly the resources which have been obtained from member fees, as well as those, which unite several hundreds of people and conduct regular activities characterised by high level of economisation and professionalisation. The other kind of organisations can be exemplified by local action groups. The purpose of this article is to address the question whether the high level of professionalisation and economisation has positive influence on the activities of its members or -the opposite -it constitutes a hindrance. The issue shall be addressed basing on research (carried out via the distributed surveys) conducted in 2012 on a sample of 104 respondents from local action groups located within the territory of Wielkopolska. The analysis demonstrated that the high level of economisation and professionalisation of an organisation does not imply increased activity of its members.

2025, Global education review

According to the United Nations Human Development Report (2016), poor, marginalized, and vulnerable groups still face substantial barriers to access post-secondary education and employment. These marginalized and vulnerable groups include women, girls, indigenous peoples, ethnic minorities, people with disabilities, migrants and refugees, the LGBTI community, and those discriminated because of their socio-economic status (UN Human Development Report (2016). Increasingly, proficiency in mathematics is required for careers and for solving daily problems in life (Starkey & Kline, 2008; Ramaa, 2015). Basic numerical, mathematical, and scientific skills are an important mechanism to further education and to enable individuals to improve their job market potential. The risk of underachievement in mathematics around the world is greatest for students from low-income backgrounds, as well as linguistic and ethnic minorities (Ramaa, 2015; National Research Council, 1989). In India, these fact...

2025, Educação em Questão

This article presents the results of a longitudinal and ethnographic research that seeks to understand how a group of three-year-old children appropriates literacy events in the context of a municipal school of Early Childhood Education. We started with the following questions: What perezhivania enabled the construction of senses and meanings for literacies? How did Lúcia, a toddler, appropriate and construct senses and meanings for such experiences? The research was based on the assumptions of Historical-Cultural Theory and Ethnography in Education, whose dialogues generated the theoretical-methodological construct Affect /Situated Social Cognition/Cultures/Languages in Use (ACCL, the acronym in Portuguese) that supports the unit of analysis, Perezhivania/Literacies. We consider that, in 2017 and 2018, Lúcia's attributions of senses and meanings were intertwined in the dialectical relationship between the individual and the collective. The meanings produced by Lúcia through the unit of analysis (Perezhivania/Literacies) made it possible to understand the human being as social, inserted in culture and constructor of culture through emotions.

2025, REICE: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

La presente aportación recoge, a modo de breve reseña, una investigación que pretendió poner en evidencia la complejidad y, a la vez, la viabilidad de la innovación educativa, explorando las ideas y prácticas hegemónicas presentes en las instituciones educativas. La indagación empírica a la que nos estamos refiriendo surge ante la demanda de la Administración de llevar a cabo una tarea de asesoramiento a centros con una labor especialmente compleja, por estar situados en contextos geográficos, económicos, sociales y culturales, que podemos considerar «en los márgenes» . El reto planteado se mostraba apasionante y una abundante experiencia parecía avalar nuestra preparación para abordar esta tarea. Sin embargo, y desde los primeros momentos, tomamos conciencia del complejo entramado de factores interrelacionados que operaban en estos contextos educativos y de la insuficiencia del conocimiento teórico-práctico disponible para dar cuenta de ellos. Esta constatación suscitó la iniciativa de simultanear la experiencia asesora con un trabajo de investigación. La investigación consistió en la realización de un complejo proceso de indagación en torno a una hipótesis de partida: La relevancia del significado teórico y práctico que posee la compleja red de interacciones que se va tramando entre los distintos componentes sistémicos de la realidad social y de la realidad escolar, cuando se quiere comprender y promover procesos de innovación y asesoramiento, así como contribuir a su sostenibilidad. Esta concepción de los procesos de innovación y cambio nos permitió componer una visión más precisa, poliédrica y en red de las condiciones que son necesarias para facilitar su viabilidad y consolidación.

2025, Sonja Ammann, Katharina Pyschny, and Julia Rhyder (eds.) Authorship and the Hebrew Bible (FAT 158; Tübingen: Mohr-Siebeck, 2022).

2025, Revista da Faculdade de Educação

O presente artigo visa a mapear historicamente o despontar do paradigma da reproducao, ancorado na analise de Samuel Bowles e Herbert Gintes, representantes do referido paradigma, e seu “principio de correspondencia”. Ao analisar a relacao entre sistema educacional e sistema produtivo, esses economistas americanos, de heranca marxista, lancam as bases para a compreensao da reproducao social via escolarizacao. Longe de serem uma unanimidade nos meios academicos, muitas criticas foram direcionadas aos dois teoricos, sobremaneira ao seu “principio de correspondencia”. A maior parte dos opositores aponta a ausencia de elementos de contradicao no trabalho promovido por Bowles e Gintes, o que justificaria as criticas ao mecanicismo e funcionalismo atribuidos aos dois economistas. Contudo, num artigo publicado em 1981, Bowles e Gintes buscam contornar essas fragilidades, por meio de uma autocritica, sem, no entanto, descartar o “principio de correspondencia”

2025, Handbook on Rural and Remote Education Elgar Handbooks in Education

The aim of the chapter is to analyze the concept of student school councils and the social conditions in which they can be implemented. One of the conditions for self-governance is the characteristics of its individual subjects, in this case, students. The research problem addressed here is the extent to which students with special needs can participate in a student council and in what sense that participation occurs.

2025

Dedico o presente estudo ao meu querido e inesquecível avô Manoel Joaquim Policarpo Lima (in memorian) conhecido por seu Nenem Jurubeba, o precursor de minha trajetória educacional, e ao meu irmão Ivo Policarpo Campos (in memorian) elo vivo dessa trajetória, a todos meus antepassados, a todos os familiares -tios, primos e amigos. Pois, eu os considero os verdadeiros elos de ligação entre o passado (tradição) e o futuro (devir), através deste momento presente (ensinamento) À Deus, representado no Planeta Terra pelo Sol, a fonte de luz e vida. Sendo Ele Onipotente e Onipresente, representa a natureza com toda sua plenitude, campo de força capaz de alimentar a coragem para se chegar até o objetivo final. À Professora e Orientador Dra. Suely Alves da Silva e à Professora e Co-orientadora Dra. Josinalva Estacio Menezes, pelas suas visões para viabilizar esse estudo e por suas significativas indicações no seu desenvolvimento, assim como em sua conclusão. À Professora Dra. Sandra Rodrigues de Souza por aceitar o convite para participar da banca examinadora desta dissertação. À Professora Dra. Mônica Maria Lins Santiago a quem dedico um agradecimento todo especial, pelos incentivos alentadores, que me fizeram acreditar na possibilidade em concretizar este sonho. Aos professores do programa de pós-graduação em Ensino das Ciências, pelas observações, motivações e idéias, que contribuíram para esta pesquisa e para minha formação. Aos meus amigos e companheiros do Mestrado Acadêmico, por compartilharem suas experiências, pela atenção e pelo carinho. Aos professores dos Núcleos-Escolas e aos produtores rurais da Comunidade Camponesa visitados pelas entrevistas concebidas, sem as quais esta pesquisa não ficaria completa. "Não há saber mais ou saber menos: Há saberes diferentes" Paulo Freire RESUMO O tema deste estudo que referencia a matemática do meio rural numa abordagem etnomatemática, é a relação entre o mundo cultural dos conceitos, idéias e experiências dos produtores rurais do Movimento Sem Terra (MST), vinculados aos Assentamentos do Riacho do Bode e Gilvam Santos, denominados nesta pesquisa de Comunidade Camponesa, e o universo do saber sistematizado e desenvolvido no espaço escolar. Apresenta como objetivo geral analisar comparativamente a matemática presente na prática pedagógica dos professores de matemática dos diferentes "Núcleos-Escolas" da Comunidade Camponesa e a matemática construída nas práticas cotidianas dos produtores rurais dessa comunidade. A investigação de cunho qualitativo e inspiração etnográfica, utiliza como procedimento metodológico a entrevista estruturada. As inspirações teóricas do trabalho foram buscadas na literatura relativa às duas áreas do conhecimento centralmente imbricadas na pesquisa: a Educação Popular e a Etnomatemática. Existe uma "linguagem da matemática popular" que expressa o conhecimento matemático criado/recriado no contexto popular. Uma maior atenção a esta linguagem revela que algumas concepções veiculadas na escola como sendo únicas, na verdade não o são, e que aplicando na escola os pressupostos da Etnomatemática é necessário receptividade para aceitar, compreender e respeitar concepções diferentes daquelas que geralmente são veiculadas como únicas. Na análise da matemática informal do produtor rural da Comunidade Camponesa e a matemática formal vivenciada pelos professores de matemática dos diferentes "Núcleos-Escolas", percebe-se que nas relações entre essas duas matemáticas aparecem vários conhecimentos matemáticos ligados a Aritmética e a Geometria plana, mas que diferem na linguagem própria de cada uma. Observa-se, também, na prática pedagógica desses professores, alguns indícios da Etnomatemática, não necessariamente trabalhados com seus pressupostos, mas de alguma forma, a Etnomatemática está implícita no desenvolvimento do trabalho desses professores. Do que foi observado, ressalta-se como princípio conclusivo que um fator que pode ser decisivo no reconhecimento do conhecimento matemático construído em culturas diferenciadas é levar em consideração, como parte da história da matemática, a história das práticas e dos conhecimentos matemáticos únicos, particulares, existentes nas diferentes culturas. Finalmente concluiu-se que para a prática pedagógica dos professores de matemática dos diferentes "Núcleos-Escolas" da Comunidade Camponesa alcançar os objetivos de uma aprendizagem significativa para atender a política de educação do campo, a metodologia de ensino deve conduzir eficazmente ao domínio da matemática acadêmica a partir da abordagem em etnomatemática. Mas para isto, é necessário, sobretudo, que a escola e os professores compreendam que ensinar matemática não é só uma tarefa técnica, mas também política.

2025

IT) teachers in black rural schools in the North-West province of South Africa. In order to empower these IT teachers, the first phase aimed at understanding their unique challenges and needs. Qualitative research methodology was used to determine the IT teachers' experiences of teaching a difficult subject such as IT in black rural schools. We report on the unique needs and challenges that these teachers experience. Results indicate that mutual challenges exist with regard to Internet access, lack of technical support and learners not having computers at home. Challenges with regard to electricity supply, shortage of textbooks and insufficient software also occur in some instances. We conclude with some recommendations on how the unique needs and challenges of these schools could be addressed in order to empower the teachers in their desire to facilitate success among IT learners.

2025, Nevada Rural and Frontier Health Data Book - Twelfth Edition

This publication contains w wide range of current county level information on the resident population, economy, social environment, population health, health workforce, and the health care delivery system in Nevada.

2025

The mission of the Office of Statewide Initiatives is to improve the health of Nevadans through statewide engagement, education, and research. The vision of programs in the Office of Statewide Initiatives is to promote health and prevent disease, as well as provide technical assistance that increases access to high-quality health care for all Nevadans. The purpose of the Nevada Health Workforce Research Center is to improve the collection and analysis of data on health workforce supply and demand to enhance health workforce planning and development in Nevada.

2025, Educational Planning

The purpose of this paper is to critically review two studies conducted ten years apart to examine the roles and responsibilities of school principals in China. Data of one study were collected from seven provinces of south China while those of the other study were mainly from Changsha area, Hunan Province. Though the same survey instrument was used in both studies for data collection, because of time and location differences, direct comparison of findings tend to be inappropriate. Longitudinal approach of school leadership studies in the future is recommended. Results of this review showed that principals in these two studies had unbalanced workload in distributing their effort in dealing with daily school businesses. The research approaches and findings of these two studies have significant implications for planning of educational leadership programs, planning of daily school practices and planning for future research in school leadership.

2025, 1° CONGRESO NACIONAL FORMACIÓN DOCENTE

Diccionario didáctico de español elemental. Págs., 105 55 SEP, (2017) Aprendizajes Clave para la educación integral. Págs. 112 6 Acuerdo número 11/05/18 por el que se emiten los Lineamientos para el desarrollo y el ejercicio de la... more
Diccionario didáctico de español elemental. Págs., 105 55 SEP, (2017) Aprendizajes Clave para la educación integral. Págs. 112 6 Acuerdo número 11/05/18 por el que se emiten los Lineamientos para el desarrollo y el ejercicio de la autonomía Curricular en las escuelas de educación básica del Sistema Educativo Nacional. 7 El Consejo Técnico Escolar es un órgano colegiado integrado por todos los actores que estén directamente relacionados con los procesos de enseñanza-aprendizaje de un centro educativo.

2025, 1° CONGRESO NACIONAL FORMACIÓN DE DOCENTES

Diccionario didáctico de español elemental. Págs., 105 55 SEP, (2017) Aprendizajes Clave para la educación integral. Págs. 112 6 Acuerdo número 11/05/18 por el que se emiten los Lineamientos para el desarrollo y el ejercicio de la... more
Diccionario didáctico de español elemental. Págs., 105 55 SEP, (2017) Aprendizajes Clave para la educación integral. Págs. 112 6 Acuerdo número 11/05/18 por el que se emiten los Lineamientos para el desarrollo y el ejercicio de la autonomía Curricular en las escuelas de educación básica del Sistema Educativo Nacional. 7 El Consejo Técnico Escolar es un órgano colegiado integrado por todos los actores que estén directamente relacionados con los procesos de enseñanza-aprendizaje de un centro educativo.

2025

Aquest estudi posa a debat tant els nivells com les formes de participació dels estudiants en el funcionament de la universitat amb la finalitat d'aprofundir en els models i les dinàmiques que afavoreixen la participació dels... more