ТЕНДЕНЦІЇ РОЗВИТКУ СІЛЬСЬКОЇ ШКОЛИ УКРАЇНИ (1972–1984 рр.)

Rural schools in developing countries present a unique opportunity to understand the factors required to create a successful learning environment for students with a specific set of challenges. This paper proposes a developmental model for evaluating rural schools, constructed with data derived from evaluation and research projects carried out in Yucatan, Mexico. In short, the model assumes that rural schools should provide a comprehensive set of services and support for a socially vulnerable population. Thus, this is a developmental model of evaluation that considers the school as a holistic unit, including the quality and length of educational services, the social supports, the school infrastructure, and the availability of comprehensive services before evaluating learning and curriculum. Sustainability, a key element in the model, is examined through school infrastructure, constancy and overall provision of services, and the degree of students’ readiness to learn and opportunities offered. The model can place a school along a specific point along a continuum of a developmental process, providing clear directions and specific goals for school leaders to use to grow and advance the rural school toward a fully comprehensive center of learning and social change.

As políticas de Educação do Campo têm se consolidado nos movimentos sociais por um projeto político e pedagógico de emancipação dos povos do campo. O recorte desta pesquisa delimita-se entre o período de 1998 a 2015, cujo objetivo é investigar os marcos normativos da educação do campo que asseguram o direito à educação pública de qualidade aos povos camponeses e compreender as políticas de fechamento das escolas rurais localizadas em Arraias e Combinado no estado do Tocantins. Em termos metodológicos, utilizamos como fonte de pesquisa a revisão bibliográfica e documental na organização e sistematização de fontes primárias. A partir disso a pesquisa revela que o fechamento das escolas rurais nos devidos municípios evidencia a negação do direito à educação no ambiente em que vivem. Sendo assim, os direitos educacionais conquistados foram violados pelo poder público no processo de mobilização e organização das comunidades rurais.

From a virtuous cycle of rural-urban education to urban-oriented rural basic education in China: An explanation of the failure of China’s Rural School Mapping Adjustment policy

According to the National Center for Education Statistics (2021), more than half of all public-school districts and nearly one-third of all public-school students attend rural schools in the U.S. This study identifies characteristics of the physical environment of rural schools, considers how the physical environment of rural schools compares to urban and suburban schools, and describes the associations of a school’s physical environment with perceptions of school climate among students, staff, and parents. Using the School Assessment for Environmental Typology (SAfETy; Bradshaw et al., 2015), this study objectively assessed the physical environment of 40 rural schools in Idaho. Those characteristics were compared with data collected in prior research (Bottiani et al., 2020). This study found rural and non-rural schools, and the make-up of their physical environments, are not that different. The physical environment of rural schools had low frequencies of instances of disorder, such as trash, graffiti, drugs, paraphernalia, and evidence of building decline, such as broken windows and neglected landscaping. Rural schools also produced moderate scores related to appearance, with characteristics including illumination, visibility, and ownership. Most schools in this study were found to have interior and exterior surveillance cameras in place and employed school resource officers. Rural secondary schools in this study had a higher presence of surveillance measures than non-rural high schools, whereas non-rural high schools had higher frequencies of disorder. And, although a comparison to non-rural elementary schools is not available, the rural elementary schools score in the current study show similar physical environmental characteristics as did urban secondary schools in all three factors of the SAfETy. In addition, the current work also examined aspects of the social environment, through evaluating school climate. The Maryland Safe and Supportive (MDS3) School Climate Survey Suite was administered to students, parents, and staff in all 40 schools participating in this study. Multi-variable regression analysis was used to examine the associations between the SAfETy and school climate. Several associations were found among students, with fewer associations among staff and parents. This research study concludes that a variety of important, urgent, and malleable associations exist between a rural school’s physical environment and perceptions of school climate among students, staff, and parents. This research, and future research that builds upon this work, will assist schools as they strive to transform, strengthen, and sustain positive school environments for all stakeholders.

Education plays a vital role in the overall development of an individual. Public library should be a living force behind it. It should cover all sections of society including the illiterate, neo-literate, semi-skilled, children and youth, house-wives etc. Library should create reading habits among the rural people through distribution of books, display of attractive pictures etc. In India, rural population‟s economic needs are very much related to small enterprises and agriculture. The material should be related to better farming techniques, new seed technology, pesticides, good health family planning programmes, cultural values, small savings and other activities related to social evils which will fulfill the purpose of rural libraries. Lack of education is a huge problem for the developing world, and literacy and information literacy just have to be promoted. Therefore rural libraries and school libraries should be main targets for aid from developing countries in order to create a situation where the developing countries could reach the ability to help themselves.

This paper first discusses the background and significance of the ＂Trinity＂ cooperative training of mathematics teachers in rural primary schools in normal universities. Secondly, a new ＂trinity＂ cooperative education mechanism has been established, which is led by normal universities, led by local education administrative departments and actively participated by primary schools in the training base. Including the construction of curriculum system, the cooperative development of curriculum resources, the co-construction of teacher teams, the cooperative development of teaching research, the active promotion of educational research, the cooperative construction of normal students' off-campus practice base in five aspects; Finally, the operation guarantee measures are given.

<p><em>У статті мова йде про низку підручників з риторики, які були написані</em> <em>українськими авторами в період </em><em>XVII–XVIII </em><em>століть. Розглянуто їх структуру</em> <em>та змістове наповнення. Установлено, що українські авторські підручники з</em> <em>риторики, хоч і спиралися на класичні античні зразки, містили власні</em> <em>методичні наробки, які відображали роди, жанри і види ораторського</em> <em>мистецтва популярні в зазначений період, враховували особливості</em> <em>національного красномовства. Визначено, що риторика в Україні цього періоду</em> <em>розвивалася на основі засвоєння шкільною освітою досвіду античної та</em> <em>західноєвропейської традиції, трансформованої середньовічним</em> <em>світоглядом.</em> <em>У створенні латинськомовної теорії красномовства брали участь п'ять</em> <em>культурних компонентів, які по</em><em>-</em><em>різному виявляли себе в риторика різних</em> <em>авторів: античний, візантійський, західноєвропейський, бароковий,</em> <em>слов</em>՚ <em>янський. У статті доведено, що авторські підручники з риторики стали</em> <em>основою для викладання курсів молодих викладачів. Різні за змістовим</em> <em>наповненням і структурою вони давали можливість урізноманітнити процесс</em> <em>викладання, а навчання зробити цікавим і захоплюючим. Авторські підручники</em> <em>та велика кількість рукописів викладачів Києво</em><em>-</em><em>Могилянської академії</em> <em>доводять, що період </em><em>XVII–XVIII </em><em>століть ознаменувався глибокою розробкою не</em> <em>лише змісту освіти, а й її методичним забезпеченням.</em></p>

Liver fluke, Opisthorchis viverrini is a serious public health problem among populations in northeast Thailand. Only a few studies designed the health literacy intervention for liver fluke prevention. This study was designed intervention on social media with LINE sticker focusing to prevent new cases and modifying behavior of liver fluke prevention. The aim of study is to evaluate the effectiveness of school-based health literacy in social media intervention with LINE sticker for liver fluke prevention. The study comprised a cluster randomized controlled trial (CRTs) with three assessments (baseline, posttest, and 3-month follow-up). We recruited 1,100 students from 40 classrooms in 20 public rural secondary schools, northeastern Thailand. 55 students in 1 school were randomly allocated to an experimental group and the other 55 in different school to a control group. The experimental group received health literacy intervention which consisted of lectures, walk rally and LINE sticker that created by researcher. The control group attended regular education. The duration of intervention was 12 weeks. Repeated measures ANCOVA was used to assess the effects at posttest and follow up and generalized Estimating Equations (GEE) was used to assess overall of study. The results showed that an experimental group had higher mean scores of health literacy and liver fluke prevention behaviors than baseline and these scores were higher than those for the control group (p-value＜0.05). The overall showed that an experimental group had higher mean scores for health literacy, and liver fluke prevention behaviors (Mean difference = 6.62, 95% CI = 4.92 to 8.33, P-value＜0.001) at posttest and follow up more than baseline (p-value＜0.05). To conclude, a school-based health literacy intervention with LINE sticker is more effective than a regular educational program improving prevention of the liver fluke among secondary school students.

As China strives to build a high-quality education system and accelerate its progress toward becoming a global education powerhouse, the professional development of rural primary school teachers in western regions remains relatively underdeveloped. This is due to historical and regional constraints, further exacerbated by the combined impacts of declining birthrates, urbanization, and an aging population. Addressing this issue has become a critical challenge that must be overcome to achieve high-quality educational development. President Xi Jinping has highlighted that rural revitalization ultimately hinges on talent, and the development of talent relies fundamentally on education. The development of rural education is undeniably a key pillar of the rural revitalization strategy, with rural teachers being at the heart of this effort. Their professional growth not only directly influences the quality of education in rural areas but also plays a critical role in narrowing the educational disparities between urban and rural regions, different areas, schools, and social groups. This is essential for building a fair and high-quality basic education system. This paper offers a comprehensive analysis of the current state of professional development for rural primary school teachers in western China, accurately identifying existing challenges and their underlying causes. The goal is to establish a holistic, multi-tiered support system that will provide strong impetus for the professional development of rural primary school teachers.

The study aimed to assess the phonological awareness effect on pupils’ reading competence in lower primary schools in Kirehe and Kicukiro districts of Rwanda. Specifically, the study assessed: i) the nature and extent of teachers’ use of phonological awareness in the teaching of Kinyarwanda literacy; ii) pupils’ reading competence vis-à-vis the Kinyarwanda reading benchmarks; and iii) the influence of phonological awareness on pupils’ reading competence. Vygotsky's socio-cultural theory of literacy guided the study, which employed a mixed-methods approach. The target population was 82355 individuals, consisting of 82291 pupils and 64 Kinyarwanda teachers. A sample of 397 pupils was reached using stratified random sampling, while 64 teachers were selected using purposive sampling. A questionnaire for teachers, a lesson observation checklist, interviews with teachers, and reading tests for the learners were used to collect data. Personal administration with on-the-spot collection was used to administer the questionnaire, while personal interviews and participant observation were used to conduct interviews and observations, respectively. Descriptive and inferential statistics were used to analyze and interpret quantitative data. Qualitative data were analyzed and interpreted through themes and verbatim patterns. Concerning the nature and extent of phonological awareness, the mean composite index of 3.78 suggests that there is a high level of implementation of phonological awareness-related teaching activities. Regarding the pupils’ reading competence, there is a significant number of pupils who do not meet the reading expectations at all grades. Precisely, 39.94% and 22.84%, on the summation of all categories, are below the reading comprehension benchmarks in urban and rural areas, respectively. 52.50% and 42.90%, on the summation of all categories, are below the reading benchmarks for the number of words correctly read per minute in urban and rural areas, respectively. Regarding the influence of phonological awareness on reading competence, the p-values for P2, and P3 in urban schools and P1 to P3 in rural schools (0.000, 0.000, 0.014, 0.011, and 0.016 in that order) indicate a positive and significant influence of phonological awareness on the number of words correctly read per minute. The p-values for P2 and P3 in urban schools and P1 to P3 in rural schools (0.000, 0.000, 0.012, 0.001, and 0.000 in that order) indicate a statistically significant influence of phonological awareness on reading comprehension. It was concluded that with more practice of phonological awareness, reading competence will be enhanced. Teachers of Kinyarwanda should focus on phonological awareness at the word, syllable, onset, rhyme, and phoneme levels using methods like counting, categorizing, rhyming, and segmenting. Effective techniques to improve reading skills, particularly for non-readers, should be applied in both rural and urban schools. The Ministry of Education should ensure that teachers are well-trained in these methods through ongoing professional development and pre-service training programs.

Supporting children’s well-being is regarded as a key task within early educational contexts in the Republic of Ireland (RoI). The school-based programme FRIENDS for Life (FRIENDS), based on Cognitive Behaviour Therapy (CBT) principles, shows high levels of efficacy, both at a targeted and universal level with children and young people (CYP). This programme is widely implemented throughout the RoI and is the leading preventative well-being programme endorsed by the RoI’s National Educational Psychology Service (NEPS). However, little is known about how children who have participated in this programme conceptualise well-being, compared with children who have not participated in it. This study aims to explore this gap and also elicits the views of parents in relation to the programme with a view to understanding how the programme impacted upon their children. In this qualitative study the perceptions of rural primary school children who have received this programme were compared with perceptions of children who have not received it, in relation to well-being. Child questionnaires (N=40) and six focus groups (N=6-8 in each group) were used to elicit the children’s views. A questionnaire was also administered with parents in relation to their views of the FRIENDS programme (N=21). Research findings evidenced differences in understanding of well-being between FRIENDS and Non-FRIENDS participants in the language and terms they used, their ability to elaborate on the subject of well-being and in their ideas about it, beyond the meaning of well-being. In addition to this, results from the parents’ questionnaire suggest that FRIENDS is considered a positive programme which builds emotional intelligence and life-long coping skills in their children. The research findings indicate that the FRIENDS programme provides children with language which points to a deepened conceptualisation of their well-being. The research also affirms that children are knowledgeable about issues relating to them and that given the appropriate platform these opinions can inform curricular and pedagogical approaches in relation to well-being. Additionally, NEPS has an in-depth knowledge of the benefits of this programme, through training, and as such is well placed to support a broader implementation in schools in order to bring the benefits (of the skills and strategies) of FRIENDS to a wider audience of children.

Prevalence of and Differences in Salad Bar Implementation in Rural Versus Urban Arizona Schools

This paper draws from a completed study that assessed the effectiveness of the current strategies for implementing CPTD programmes in rural junior secondary schools in a rural Education District of Eastern Cape Province. The researchers argue that the rurality of the continuing professional development of teachers resonates from the comprehensive failures of specific education policies in addressing various historical challenges of life in rural South Africa. Rural schools are confronted with poor schooling conditions, high levels of illiteracy, lack of parental participation, poor transportation, non-attendance and shortage of teachers. Resulting from the introduction of numerous new curriculums in South Africa, rural schools' inadequacies alongside the inconsistencies in the rural- urban education policies' dichotomy and implementation have been significantly exposed. The paper concludes that it would seem most plausible to suggest that the professional development needs of rural teachers should be addressed differently in rural areas. Some recommendations have been suggested.

Inclusion awareness among mainstream school teachers is critical in view of the global trend of educating children with special needs within mainstream schools. This study sought to interrogate the extent of inclusion awareness among mainstream teachers in rural schools of Zimbabwe. The study presupposes that inclusion awareness is a precursor to successful implementation and practice of inclusion. The study is predominantly quantitative and employed a single cross-sectional descriptive survey design to elicit data using a structured questionnaire from 50 teachers. The teachers were sampled via quota and coincidental sampling techniques from 30 schools spread across 5 districts of Zimbabwe. The results of the study indicate that, although many of the mainstream teachers had merely heard or read about inclusion, they had not studied or trained in it and hence lacked in-depth knowledge and insight of the philosophy. From this analysis, the conclusion of the study was that there was a lack of inclusion awareness among mainstream teachers in rural schools of Zimbabwe. On the basis of this conclusion, the researcher recommended in-service staff development workshops for practising mainstream school teachers and administrators, deployment or re-designation of specialist teachers to work as consultants, incorporation of a comprehensive module on inclusion into the curriculum for current teacher trainees, enactment of school level policies on inclusion and large scale studies on inclusion awareness and its implications.

The purpose of the article is to study the historical background, socio-political and cultural factors of the establishment and operation of library associations; study the meaning and essence of the presentations and discussions, the issue of development of library associations in Ukraine at the First National Congress of library workers in 1926 and studies their influence on the development of libraries in Ukraine in the second half of the 1920 years overall. In his scientific work by extensive use of historical-comparative, historical and genetic, statistical, chronological, biographical research methods, the method of diachronic analysis. The article describes the social and cultural conditions of the library associations main stages of development and features of their operation; disclosed value of their work in coordinating the work of libraries; analyzed the characteristic shape and features of these socio-professional organizations training and retraining of library staff. The author found that the success of a development and library associations have sought to consolidate and promote professional scatter libraries in the country were limited initially counteraction on the part of trade unions, and in the future and the governing bodies of political education. The author analyzed and proved that the library association worked out and implemented in practice various forms of organizational work, a variety of means and methods of solution and implementation of professional tasks, using a rich arsenal of democratic mechanisms and raising many issues of library building that was positively evaluated by delegates from 'ride. The main areas of library associations were: formation and development of professional skills of librarians; improving the efficiency of urban libraries through the organization and coordination of their activities; establishing a system of methodological assistance to libraries of different types and species, particularly rural libraries; promotion of scientific research, cultural, and educational activities libraries. However, in the late 1920 years Party and Soviet government bureaucracy gradually established tight control over all aspects of political, social and working life of society, of course, way into the library association and forced them to give in slowly at first managerial government agencies and coordinating functions, and professional and methodical, while not stop its activities in the early 1930 years.