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1.
《British Journal of Educational Studies》2012,60(4):384-397
Abstract This paper considers the arguments put forward for the closure of small schools in rural areas. The debate, which is firmly rooted in the Plowden Report (1967), has involved both educational and economic arguments. The research on which this paper draws examines these arguments in the light of the implementation of the Local Management of Schools in three local authorities in the UK since 1988 and discusses the impact which this policy has had on resource provision, on the changing role of staff and on the daily functioning of small rural schools. 相似文献
2.
Charlotta Hilli 《Educational Action Research》2020,28(4):700-715
ABSTRACT This paper explores arrangements and conditions enabling and constraining teacher collaboration to extend classrooms through Virtual Learning Environments (VLEs). It draws implications from a participatory action research project in three small, rural Finnish schools funded by the European Social Fund (2015–2017). Data were mainly collected through discussions and interviews with five teachers. The theory of practice architectures serves as a theoretical and analytical framework. The collaboration challenged and enabled cultural-discursive, material-economic, and social-political arrangements on three levels. On a classroom level, the VLE enabled new teaching practices (e.g., student collaboration, formative assessment). However, a lack of digital competence among teachers and students hindered the cross-classroom collaboration. On a school level, the school leaders enabled or constrained the arrangements depending on the provided support or lack thereof (e.g., schedules, faculty involvement). On a regional level, the infrastructure (e.g., transportation) for collaboration would require arrangements developed in dialogue with the schools (e.g., digital systems). The paper concludes that changing teaching practices in relation to VLEs requires slowly evolving previous and new architectures simultaneously on all three levels. 相似文献
3.
ABSTRACTDespite Indiana’s school choice landscape – including private school vouchers, tax-credit scholarships, inter-district and intra-district enrollment, magnet schools, and charter schools – not all Indiana communities have reasonable access to options outside of their traditional public schools. This research explores what lack-of-reasonable access differences – defined as greater than a 30-minute one-way drive time to a choice school – exist by locale, with a focus on rural communities. Geospatial analysis is used to identify “school choice deserts” lacking multi-sector schooling options in various communities. These deserts tend to exist wholly or mostly in rural areas, although Indiana students in grades K–8 exhibit greater access levels to non-traditional schools than those in high school. 相似文献
4.
Reviews of research in rural schools and their communities: Analytical perspectives and a new agenda
This chapter responds to the research questions posed in the introductory chapter on the status and nature of educational research on rural schools and their community relationships. Drawing on the national reviews, we discuss the quality of the research focusing on its themes and questions, theoretical perspectives, and research design and methodology. The conclusions indicate substantial hiatuses, and call for greater use of the local voice, the life-world perspective, longitudinal and comparative studies, and multiple purposively sampled case studies. Internationally, while first-hand sources on the cultural contributions of rural schools exist, these must be accessed before documentary studies of central policies over-write such history. Finally, a new research agenda is formulated. 相似文献
5.
农村中小学布局调整一直以来都是我国促进农村义务教育改革发展的一项重要工作,新时期为实现义务教育均衡发展的目标,各地政府还需进一步完善和推进学校布局调整。威尔士政府在农村小规模学校面临一系列发展困境的现实下,遵循科学民主的原则,积极进行学校布局调整规划,提出了创新性的学校布局调整方式:联盟学校和区域学校,有效提升了学校教育质量。威尔士这种创新性的学校布局调整方式可以给我国新一轮农村中小学布局调整以有益的启示。 相似文献
6.
提升民族地区农村小规模学校教学质量的关键首推教师专业化发展,“以校为本”的教学研究已成为提高学校教学质量、促进教师专业发展的基本途径.然而,贵州民族地区农村小规模学校由于社会、经济、文化以及历史和地理等因素的影响和制约,其校本教研的开展大多处于一种低层次、低水平和低效率的发展状态.因此,发挥乡镇中心小学或九年义务学校的核心地位和作用,借助有关高校的师资力量和研究团队提供专业服务,以点带面,尽快建成一定数量的贵州民族地区农村小规模学校学区化校本研修示范区,以带动民族地区农村小规模学校教师专业化程度普遍提高、教学质量的整体提升,是民族地区农村小规模学校发展的必由之路. 相似文献
7.
Lisbeth berg-Bengtsson 《International Journal of Educational Research》2009,48(2):100-108
This review of 30 years of research in small rural schools in Sweden includes projects focusing directly upon rural education and rural schools, reports from national agencies, and official statistics. Two main foci were found: (i) the quality of education and pupils’ academic performance, and (ii) the economics of running schools in different types of demographic areas. A concordant picture stands out: (a) there are no indications that small rural schools do not provide an equally good education as other schools, but (b) the higher expenditure per pupil and decreasing population in sparsely populated areas increases the risk of school closures. The importance of the small rural school to the community receives peripheral attention at best in this body of research. 相似文献
8.
Reviews of research on rural schools and their communities in British and Nordic countries: Analytical perspectives and cultural meaning 总被引：1，自引：0，他引：1
Linda Hargreaves Rune Kvalsund Maurice Galton 《International Journal of Educational Research》2009,48(2):80-88
This introduction presents the case, and sets the scene, for five reviews of research on rural schools and their communities, arguing that educational research in this field is relatively rare, and decreasingly visible despite the significant population of the world's children who live in rural communities and attend rural schools. After considering various interpretations of ‘rural’, of the purpose and function of rural schooling, and of the relationship between school and community, we present three basic research questions with relevance for researchers of schools and communities, rural and urban, the world over, and raise more specific questions which are addressed in the reviews themselves and pursued in the closing chapter. Finally we introduce the research reviews and justify our selection of British and Nordic countries, where, despite geographical proximity, there are wide thematic and methodological disparities in rural schools’ research. 相似文献
9.
This paper reviews research on small rural primary schools in Finland and analyses it under three thematic foci: the relationship between the local rural school and the surrounding community, the small rural primary school as a learning environment, and the teachers’ profession in this context. Over 30% of Finnish primary schools are small rural schools with three to four permanent teachers and teaching groups. Their culture encompasses ties to the local community while providing an almost unique school environment as a context for multiple learning and instructional processes. The review suggests that the position of small rural primary schools is threatened, as the continuing process of centralisation endangers the basic Finnish right to equal basic education in rural areas. 相似文献
10.
Chris James Michael Connolly Steve Brammer Mike Fertig Jane James Jeff Jones 《School Leadership & Management》2014,34(2):104-119
In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing. 相似文献
11.
周冬梅 《黑龙江教育学院学报》2012,(12):99-101
公民教育研究在我国学界方兴未艾,而农村中小学公民教育实施问题的相关研究却非常少。据最新人口普查结果显示,我国半数人口仍在农村。农村中小学的公民教育成为提高农民公民素质,建设新农村民主文明的重要途径。基于此,厘清公民教育内涵,探讨农村中小学公民教育实施的可能性,揭示其现实中面临的问题,以期为农村中小学实施公民教育提供可能的途径。 相似文献
12.
In this article, originally submitted to B J S E' s Research Section, Chris Abbott of King's College, London, and Helen Lucey of the Open University report on the outcomes of a survey of special schools in England. The aim of the research, funded by the Nuffield Foundation, was to understand the nature and extent of symbol use for communication and literacy. A questionnaire was used to collect data on topics including: the types of symbols in use; the methodologies operated; ownership of symbol choice; and agreed policies within and outside school. The researchers had an excellent response in this important survey, undertake n after a period of rapid growth in symbol use in special schools and elsewhere. Chris Abbott and Helen Lucey provide a discussion of the results of their survey and of the issues that arise from the findings and the many comments added by respondents. They close their article with a call for further detailed research, both in the UK and in co-operation with practitioners in other countries, into the ways in which symbol use can meet the needs of learners. 相似文献
13.
民族地区在经济发展的同时,教育面临较大的挑战.贵州民族地区集中办学不仅导致贫困农村学校的缺失,并加重了学生上学、家庭教育开支的负担,许多儿童从学校流失.学校是嵌合在社会之中的,而现代化教育模式与民族地区农村的脱嵌,形成“学校-社区”二元对立模式,学校成为孤立于社区之外的教育机构.民族地区学校之所教与学生之所需不符,学生对外来学校的不适应导致心理排斥.民族地区教育新模式应从社会发展的视野,构建与社会一体化的学校,将学生真正纳入教育体系. 相似文献
14.
把农村学校建成农村社区的中心 总被引：2，自引：0，他引：2
建设社会主义新农村的重大历史任务对农村教育的发展提出了新的更高的要求,如何发挥农村教育在建设社会主义新农村中的基础性、先导性、全局性的作用,如何把社会主义新农村建设与农村学校的建设统筹起来,通过农村学校的建设与发展推动社会主义新农村的建设与发展,思考这样一个重大现实问题,应把农村学校规划建设成农村社区的中心是社会主义新农村的一个突破口、切入点和关键。 相似文献
15.
乡村小规模学校作为乡村长期存在的一种教育形态,是乡村教育的重要支撑,也是承接乡村文化的重要载体。确保乡村小规模学校的长足发展是奠定乡村教育“基石”、保障偏远地区孩子受教育的关键,能够有效地通过教育阻止代际贫困的传递。随着城市化、工业化的迅速发展与计划生育政策影响,乡村小规模学校不断增多,也暴露出诸多的现实问题,主要表现为校长领导力匮乏、师资队伍建设受限、政府公用经费投入不足、学校文化建设匮乏、受城市化办学导向误导严重,等等。针对这些问题,考虑到乡村小规模学校的内在优势条件,可以从以下几个维度入手促进小规模学校的长效发展：政府的宏观政策支撑——资源配置;高校的人才输入——对口帮扶;乡村社区资源支持——协同发展;乡村小规模学校的内在突破——特色发展。 相似文献
16.
运用文献资料法和逻辑分析法,根据新一轮基础教育课程改革的精神和《体育与健康课程标准》的新理念,对社会主义新农村建设背景下农村体育课程资源的概念进行阐述,在此基础上探讨了新时期开发农村学校体育课程资源的必要性和开发与利用的对策,并提出相关建议。 相似文献
17.
孙刚成教授新著《乡村学校的困境与突围》以乡村学校的存在现状为中心,针对当下乡村教育的功利化、乡村文明的凋零化、乡村学校的消逝,经由实证调查和数据分析逐步展开,提出了具有开创性、生态性、可持续发展的乡村学校发展模式。该书强调以乡土文明、乡土资源和本土化变革来重建乡村学校,最终回到乡村学生本身,回到“人的发展”这一主体性,以此为发展旨归探寻乡村学校及其教学内容和教学方式的发展与变革。即从乡村学生和学校的本体价值探寻出发,以乡村学校存在的价值和乡土文明、乡土资源的重要意义为着力点,探寻乡村学校的突围之道。提出让乡村学校的教育回归教育主体,充分发展学生的精神生命,促进学生核心素养的生成等符合乡村学校发展本体性规律的观点,为乡村学校发展和乡村振兴提供了有价值的借鉴道路。 相似文献
18.
校本课程是我国新一轮基础教育课程改革的重要内容,更是农村中小学课程改革的必然选择。乡土知识与校本课程之间的共生性,决定了农村中小学应充分运用乡土知识的实用价值、思维建构特点和文化认同功能构建农村校本课程的精神生长点,从而实现农村中小学校本课程的可持续发展。 相似文献
19.
Charlotta Hilli 《Educational Action Research》2020,28(1):38-52
ABSTRACTThe aim of the study is to identify and examine the distance teaching practices of four teachers in three small, rural primary schools in Finland – small in the sense that the schools consists of between 20–50 pupils and between 3–12 teachers. The schools have experienced a decline in pupil numbers, thus, they are not able to employ teachers full-time. The participating teachers imagined distance education as one solution to extend the classroom and faculty. Practice architectures is used as a theoretical and analytical framework to answer the question ‘What cultural, material, and social discourses constitute the development of the practice around distance education in small, rural primary schools?’ The data consists of interviews with and video blogs by the teachers recorded during 2016–2017. The implications are that cultural-discursive, material-economic, and social-political arrangements surrounding distance education are intertwined in small schools. Architectural arrangements enabled flexible solutions when developing distance education. The same arrangements proved to be material and cultural constraints as the teachers had many responsibilities in their everyday practice and support from the faculty was sometimes lacking. The teachers felt constrained by the technology and communicating with pupils at a distance meant they had to develop new teaching strategies. 相似文献
20.
以广西河池农村中小学英语教师为例,探讨其专业化建设路径,主要是构建学习组织,夯实教师专业知识;创新培训模式,提升教师专业能力;倡导行动研究,提高教师教研水平;提倡终身学习,催生教师专业自觉;强化实践反思,促进教师成长发展;完善评价制度,生成教师幸福教育。 相似文献