Background: For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social…

This case study investigated the strategies used by a school principal who successfully leads an educational centre in a vulnerable context. This article aims to explore how a school in a vulnerable context can be strengthened by the actions implemented by the principal and his leadership based on social and pedagogical commitment. Initially, the…

This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community…

Drawing on the Whole Schooling principles and Pierre Bourdieu's sociological concepts of habitus, capital and field, this qualitative case study explored and analysed preschool teachers' pedagogical behaviors and attitudes toward children with disabilities in three rural kindergartens in the Kpando district of Ghana. The study focused specifically…

Since 2013, Oaxacan Indigenous educators have experienced "seismic aftershocks" from three tumultuous developments: the massive 8.2 earthquake in September 2017 along Oaxaca´s Pacific coast, immediately followed by other earthquakes and continuing tremors; homogenizing federal education reforms imposed since 2013, including the projected…

This paper advances the theoretical and applied connection between education policy and community development. We call this community-aware education policy, and it is based on Dean's (2012) conception of human need that is thick (i.e., accounts for a relational context), rather than relying solely on a thin conception (i.e., instrumental view…

This qualitative case study focused on why rural North Carolina superintendents do or do not consider utilizing pre-kindergarten programming in their public school districts. The primary data sources were interviews of North Carolina school superintendents in rural counties. Review of an e-survey was used to supplement the interview data. The…

This instrumental case study used qualitative methods and grounded theory to examine the implementation of Response to Intervention (RtI) in a rural preschool program. Ten of the preschool staff and eight parents were involved. Other data sources included continuous field notes, memos maintained by the researcher, classroom observations, and…

Amargosa Valley School in Nevada could be considered representative of almost any preK-8 school that serves a large proportion of socioeconomically disadvantaged students and is focused on turning around persistently low achievement. Like other schools supported by federal School Improvement Grants, Amargosa is beginning to implement a reform plan…

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred…

The purpose of this longitudinal case study was to develop a process and structure for adopting and leading critical school reform initiatives within a rural North Dakota pre-kindergarten through fourth grade elementary school. Elementary principals can use this process and structure to benefit staff, and ultimately, to improve student academic…

Increasing rigor in secondary school classrooms for college and career readiness is a priority throughout the nation with the adoption of more challenging standards for student performance and is an important role for school leaders in creating conditions in schools to meet this challenge (Young, 2012). P-16 partnerships can assist by aligning the…

School-community interactions facilitate connections between schools and their local surroundings; however, these relationships are subject not only to local political, economic, and social influences but also to broader political and institutional forces. Educational administrators' decisions about programming and partnering can be considered in…

Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the…

Broadly, the current study contributes to the growing body of evidence supporting the positive effects of PA (phonological awareness) interventions for preschoolers, demonstrating that PA instruction need not be postponed until kindergarten. Specifically, the current study addresses the paucity of research on PA training in preschool by testing…