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Esther Musengi – Journal of the American Academy of Special Education Professionals, 2024
This study analyzed the influence of resource availability on inclusion of children with various disabilities in rural early childhood development centers in Zimbabwe. A qualitative descriptive design utilizing questionnaires and interviews was used to collect data from 36 teachers, 12 school-heads and 24 parents of children with disabilities who…
Descriptors: Foreign Countries, Rural Areas, Disabilities, Inclusion
Pateka Pamella Jama; Andrea Mqondiso Buka; Shantha Naidoo; Tshepang Jacob Moloi – Perspectives in Education, 2024
Identification of learning barriers is a critical issue for support provision in inclusive classes, as it informs individualised support plans for each learner who experiences barriers to learning. However, the school support stakeholders in Quintile 1 rural schools in South Africa face challenges in identifying learning barriers experienced by…
Descriptors: Foreign Countries, Elementary Secondary Education, Rural Schools, Disadvantaged Schools
Katelyn Mae Noel Singleton – ProQuest LLC, 2024
The use of exclusionary discipline practices in schools has continued to increase since the advent of Zero Tolerance discipline policies in the 1990s. Research indicates that these practices are largely ineffective in addressing behavior, and result in detrimental outcomes for students and communities. This study focused on the use of Disciplinary…
Descriptors: Discipline, Suspension, Student Behavior, Discipline Policy
Sativa Thompson; Hayley Didriksen; Elise Swanson; Jennifer Ash – Society for Research on Educational Effectiveness, 2024
Background: Addressing chronic absenteeism is a policy priority, with 36 states and Washington D.C. referencing attendance in ESSA accountability plans (Jordan & Miller, 2017) and a body of research establishing the connections between attendance, achievement, and social development (e.g., Gottfried, 2014; Ginsburg, 2014). The need to find…
Descriptors: Rural Schools, Attendance Patterns, Automation, Costs
Yolanda Daniels – Online Submission, 2024
High teacher turnover disrupts instruction continuity, hinders student learning experiences, and leads to financial and logistical burdens on schools and districts. The problem is teacher retention is a complex, critical issue affecting the education sector's stability and quality. A gap in the existing literature reveals the need for a focused…
Descriptors: Elementary School Teachers, Teacher Attitudes, Teacher Persistence, Rural Schools
Yolanda Daniels – ProQuest LLC, 2024
High teacher turnover disrupts instruction continuity, hinders student learning experiences, and leads to financial and logistical burdens on schools and districts. The problem is teacher retention is a complex, critical issue affecting the education sector's stability and quality. A gap in the existing literature reveals the need for a focused…
Descriptors: Elementary School Teachers, Teacher Attitudes, Teacher Persistence, Rural Schools
Carlsen, Kari; Clark, Alison – European Early Childhood Education Research Journal, 2022
This article seeks to look below the surface of pedagogical documentation with a temporal lens. We focus on the potentialities of pedagogical documentation as an intertwined research process with children and teachers as learners in 'slow pedagogies' (Clark [2020]. "Towards a Listening ECEC System: Valuing Slow Pedagogy and Slow…
Descriptors: Documentation, Foreign Countries, Observation, Data Interpretation
Garbacz, S. Andrew; Santiago, Rachel T.; Gulbrandson, Kim – Rural Special Education Quarterly, 2022
School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is needed to explore the role of community locale, particularly for rural communities that experience context-specific strengths and challenges in…
Descriptors: Program Implementation, Positive Behavior Supports, Rural Schools, Fidelity
Prytz, Sara Backman; Westberg, Johannes – History of Education Quarterly, 2022
Starting in the late nineteenth century, the teaching profession became increasingly feminized. This article examines the results of this process, exploring the working and living conditions of rural female primary school teachers with a focus on the experiences of loneliness, harassment, and violence that they suffered in early twentieth-century…
Descriptors: Psychological Patterns, Violence, Teaching Conditions, Housing
Freer, John R. R. – Journal of Research in Special Educational Needs, 2022
Poor attitudes towards disability held by one's peers can negatively impact the social experiences of students with exceptionalities. Fortunately, educational intervention efforts can serve to enhance children's attitudes towards disability. This quasi-experimental study tested the effectiveness of the Tripartite Intervention (TI), a 12-lesson…
Descriptors: Intervention, Attitude Change, Attitudes toward Disabilities, Rural Schools
Gaither, Jamie B. – ProQuest LLC, 2022
The purpose of this study was to examine the efficacy of two electronic tactile prompting devices when used as part of a self-monitoring intervention for increasing on-task behavior for girls who struggle with inattention. A secondary purpose was to better understand if differences in on-task behavior emerged between the two devices. Situated…
Descriptors: Females, Attention, Attention Span, Prompting
Shepherd, Rachel – ProQuest LLC, 2022
The purpose of this study was to determine how the involvement of the principal and assistant principal in the beginning teacher (BT) induction process influences both self-efficacy and retention from the perspective of beginning teachers in a rural district in northwestern North Carolina. While research exists that highlights the importance of an…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Principals, Assistant Principals
Rinehart, Kerry Earl – Australian and International Journal of Rural Education, 2022
Judgements of the work of school principals may be formal through an appraisal process or informal from students, teachers, parents, and members of the community in which the school operates. This article focuses on New Zealand rural primary school principals' experiences of informal expectations--and judgements about whether they meet these…
Descriptors: Foreign Countries, Principals, Rural Schools, Expectation
Marshall, David T.; Neugebauer, Natalie M.; Huang, Lifei; White, Jamison – Journal of School Choice, 2022
Ample research has explored the nature and efficacy of urban charter schools since the turn of the century. However, much less attention has been given to the rural charter school sector. Using data obtained from the National Alliance for Public Charter Schools from the 2018-2019 school year, we describe rural charter schools nationally in terms…
Descriptors: Rural Schools, Charter Schools, Institutional Characteristics, Educational Innovation
Vijayavarathan-R, Kalpana; Óskarsdóttir, Edda; Beaton, Mhairi C.; Turunen, Tuija; Kagan, Olga; Flotskaya, Natalya; Bulanova, Svetlana – Journal of Teacher Education and Educators, 2022
Teachers across the circumpolar north often share similar experiences working in small communities in remote areas with distinctive cultures and livelihoods. However, teacher education programmes tend to be universal, ignoring an ecological understanding of teaching. This paper describes the findings from a desktop study investigating the specific…
Descriptors: Teachers, Rural Schools, Self Efficacy, Teacher Education