Organization of the educational process in the Rural School of the mountain region: a case study

Budnyk, Olena and Nikolaesku, Inna and Stepanova, Nataliia and Vovk, Olena and Palienko, Anna and Atroshchenko, Tetiana Organization of the educational process in the Rural School of the mountain region: a case study. Revista Brasileira de Educação do Campo, 2021, vol. 6, pp. 1-19. [Journal article (Paginated)]

[img]
Preview
Text
12647-Texto do artigo-58205-2-10-20210807.pdf - Published version
Available under License Creative Commons Attribution.

Download (851kB) | Preview

English abstract

The purpose of the article is to present the problems of a typical rural school in a mountainous region in terms of the organization of the educational process, in particular distance learning of students in a coronary virus pandemic. The following research methods were used: analytic-synthetic, empirical and mathematical statistics. The specifics of the organization of schoolchildren’s education in the alpine conditions of a small rural school are substantiated. The results of an empirical study conducted among teachers of rural schools in the mountains of Ukraine are presented. The subject of the survey were questions about the attitude of teachers to distance learning in rural schools, the realities and difficulties of using information and communication technologies (ICT) in the educational process. It was found that among teachers of various levels of rural education (preschool, primary and secondary school) 49.12% have a positive attitude to distance learning, 18.42% – partially support. Given the difficulties and problems of using ICT, lack of teaching materials for online learning, low level of digital and media literacy, 23.68% of teachers – strongly against this form of organization of the educational process in remote rural (mountainous) regions. Prospects for the development of rural schools in mountainous areas in the context of digitalization of education are identified.

Item type: Journal article (Paginated)
Keywords: rural school; distance learning; digital technologies
Subjects: G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Revista Brasileira de Educação do Campo
Date deposited: 12 Aug 2021 06:58
Last modified: 12 Aug 2021 06:58
URI: http://hdl.handle.net/10760/42339

References

Avery, L. M., & Kassam, K. S. (2011). Phronesis: Children’s local rural knowledge of science and engineering. Journal of Research in Rural Education, 26(2), 1-18. https://jrre.psu.edu/sites/default/files/2019-08/26-2.pdf

Barley, Z. A., & Brigham, N. (2008). Preparing teachers to teach in rural schools (Issues & Answers Report, REL 2008-No. 045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs

Bulger, M., & Davison, P. (2018). The Promises, Challenges and Futures of Media Literacy. Journal of Media Literacy Education, 10(1), 1-21.

Budnyk, O. (2014). Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School. Journal of Vasyl Stefanyk Precarpathian National University, 1(2-3), 22-27. https://doi.org/10.15330/jpnu.1.2-3.22-27

Budnyk O., & Kotyk M. (2020). Use of Information and Communication Technologies in the Inclusive Process of Educational Institutions. Journal of Vasyl Stefanyk Precarpathian National University, 7(1), 15-23. https://doi.org/10.15330/jpnu.7.1.15-23

Budnyk, O., & Mazur, P. (2017). The Hierarchy of Values Among Young People from Schools in the Mountainous Regions (Comparative study on the example of Poland and Ukraine. The New Educational Review, 47(1), 53-65. https://doi.org/10.15804/tner.2017.47.1.04. https://tner.polsl.pl/e47/a4.pdf

Budnyk O., Mazur P., Kondur O., Smoliuk S., & Palahniuk M. (2020). The problem of spare time of teenagers in mountain regions of Poland and Ukraine. Revista Inclusiones, 7(Número Especial), 493-507. http://revistainclusiones.org/pdf13/40%20VOL%207%20NUM%20ESPECIALJULIOSEPTIEMBREEE2020ZZ.pdf

Budnyk, O., Nikolaesku, I., Atroshchenko, T., Shevchenko, A., Chinchoy, A., Yatsyna, S., & Zobenko, N. (2021). Professional training of teachers for social and pedagogical activity: progressive world practices. Revista Inclusiones, 8(Especial), 20-31.

Dube, B. (2020). Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach. Multidisciplinary Journal of Educational Research, 10(2), 135-157. https://doi.org/10.4471/remie.2020.5607

Hobbs, R., & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy”. Journal of Media Literacy, 6(2), 56-67.

Hudacs, A. (2020). An examination of college persistence factors for students from different rural communities: A multilevel analysis. Journal of Research in Rural Education, 36(2). https://doi.org/10.26209/jrre3602

Glover, T. A., Nugent, G. C., Chumney, F. L., Ihlo, T., Shapiro, E. S., Guard, K., & Bovaird, J. (2016). Investigating rural teachers’ professional development of instructional knowledge, and classroom practice. Journal of Research in Rural Education, 31(4), 1-16. https://files.eric.ed.gov/fulltext/EJ1101917.pdf

Goodpaster, K. P., Adedokun, O. A., & Weaver, G. C. (2012). Teachers’ perceptions of rural STEM teaching: Implications for rural teacher retention. Rural Educator, 33, 9-22.

Kyrian, T., Nikolaesku, I., Stepanova, N., & Nenko, Y. (2020). Relationship between Professional Burnout of Teachers of Higher Education Institutions of Ukraine and Their Organizational, Professional and Socio-demographic Characteristics. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 268-288. https://doi.org/10.18662/rrem/12.4/345

Maynard, S., & Howley, A. (1997). Parent and community involvement in rural schools. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. 408143). http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/9d/d5.pdf

Malhoit, G. C. (2005). Providing Rural Students with a High Quality Education: The Rural Perspective on the Concept of Educational Adequacy. A Publication of the Rural School and Community Trust, The Rural School and Community Trust. Printed in the United States of America. https://www.ruraledu.org/user_uploads/file/Providing_Rural_Students.pdf

Du Plessis, Р. (2014). Problems and Complexities in Rural Schools: Challenges of Education and Social Development. Mediterranean Journal of Social Sciences, 5(20), 1109-1117. https://doi.org/10.5901/mjss.2014.v5n20p1109. https://pdfs.semanticscholar.org/5d72/519e43394bf2b9f39a042569a9d02c8621bb.pdf

Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools – a challenge for South Africa. South African Journal of Education, 39(1), 1-9. http://www.scielo.org.za/pdf/saje/v39s1/02.pdf

Ralph, E. G. (2002). Teaching in rural schools: A synthesis of interns and cooperating teachers’ views. The Rural Educator, 24(2), 13‐22.

Raywid, M. A. (1999). Current literature on small schools. ERIC/CRESS, EDO-RC-98-8. Appalachian Educational Laboratory. https://files.eric.ed.gov/fulltext/ED425049.pdf

Thier, M., Longhurst, J. M., Grant, P. D., & Hocking, J. E. (2021). Research deserts: A systematic mapping review of U.S. rural education definitions and geographies. Journal of Research in Rural Education, 37(2), 1-24. https://doi.org/10.26209/jrre3702

Zinger, D., Haymore Sandholtz, J., & Ringstaff, C. (2020). Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS. The Rural Educator, 41(2), 14-30. https://doi.org/10.35608/ruraled.v41i2.558

UNESCO. (2005). Education for all by 2015. Will we make it? EFA Global Monitoring Report 2008, Paris: UNESCO.

Vovk, O. I. (2017). Foreign Language Acquisition: a Communicative and Cognitive Paradigm. Science and Education, 6, 81-85. https://doi.org/10.24195/2414-4665-2017-6-13

Vovk, O. I. (2017). Foreign Language Acquisition: a Communicative and Cognitive Paradigm. Science and education, 6, 81-85. https://doi.org/10.24195/2414-4665-2017-6-13

Vuorikari, R., Punie, Y., Carretero Gomez, S., & Van Den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Publications Office of the European Union. https://doi.org/10.2760/38842. https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

Wallin, D. C., & Reimer, L. (2008) Educational priorities and capacity: a rural perspective. Canadian Journal of Education, 31(3), 591-613.

Wargo, E., Budge, K., Carr-Chellman D., & Canfield-Davis, K. (2021). Leadership for rural school district improvement: The case of one statewide research practice partnership. Journal of Research in Rural Education, 37(1), 1-18. https://doi.org/10.26209/jrre3701.


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item