The purpose of this study was to identify, describe, and examine the aspirations of Goessel stakeholders for USD 411 and their community using an appreciative inquiry research perspective and the theoretical frameworks of social capital. The data revealed seven aspirations. (1) The Community of Goessel stakeholders and USD 411 stakeholders aspire to a unique and independent identity for USD 411. (2) The Community of Goessel stakeholders and USD 411 stakeholders aspire to maintain a unique and independent school system with high academic standards. (3) The Community of Goessel stakeholders and USD 411 stakeholders shared their aspirations to maintain their high degree of quality of life and sense of safety that they perceive to exist in the community. (4) The Community of Goessel stakeholders and USD 411 stakeholders aspire to maintain a positive relationship between USD 411 and the churches within the community. (5) The Community of Goessel stakeholders and USD 411 stakeholders aspire to embrace diversity. (6) The Community of Goessel stakeholders and USD 411 stakeholders have aspirations for community improvements. (7) The Community of Goessel stakeholders and USD 411 stakeholders hold a positive view toward meeting the challenges they perceive to face the community of Goessel and USD 411. The data also revealed three challenges. (1) The Community of Goessel stakeholders and USD 411 stakeholders recognize the challenges that exist in sustaining a small town atmosphere and are willing to work together to seek a viable community based solution. (2) The Community of Goessel stakeholders and USD 411 stakeholders recognize the inherent challenges of sustaining high academic standards in USD 411 due to potential changes in the community’s demographics if population growth is encouraged. (3) The Community of Goessel stakeholders provided evidence of social capital in the community as expressed through high levels of bonding capital and the need to generate more bridging capital. The findings also suggest that the community of Goessel stakeholders and USD 411 stakeholders are willing to work cooperatively to overcome the challenges they face to sustain the community of Goessel and USD 411. Social capital can be found throughout the community of Goessel and USD 411. The data revealed an abundance of bonding capital. The data also revealed evidence of bridging capital. Establishing linkages and bridging capital to outside resources will help the community of Goessel stakeholders achieve their aspirations. / Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership. / "May 2005."

The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 11, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 242-257).

Thesis (M.A.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 23-25).

Currently, facing the fierce competition in the global marketplace, China has made remarkable economic achievements and become an important role in the international economy. However, economic discrepancy between rural and urban China is widening and it also leads to educational inequality. Rural eudcation in China is still confronted with the problems of funding shortage, teacher shortage, inferior teacher quality, unbalanced teacher allocation etc. To resolve these issues, the Chinese government has organized a large-scale college students' volunteer teaching program to support rural education. Nevertheless, as more and more college students get involved with the volunteer teaching program, the results are haphazard. This study was designed to investigate the short-term volunteer teaching program of rural China in Henan Province and to review the volunteer teaching in the international context. It indicates that more attention should be paid to the role and effectiveness of short-term volunteer teaching.it is hoped that this study could bring some implications to the further study on this topic.

The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1992. / Source: Masters Abstracts International, Volume: 45-06, page: 2783. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves).

SOUSA, Kamila Costa de. Percursos e projetos de vida das juventudes egressas da escola do campo. 2016. 215f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-07T14:48:15Z No. of bitstreams: 1 2016_dis_kcsousa.pdf: 3288746 bytes, checksum: 7a05f1a095a995159cfa457b5352b631 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-04-08T14:43:12Z (GMT) No. of bitstreams: 1 2016_dis_kcsousa.pdf: 3288746 bytes, checksum: 7a05f1a095a995159cfa457b5352b631 (MD5) / Made available in DSpace on 2016-04-08T14:43:12Z (GMT). No. of bitstreams: 1 2016_dis_kcsousa.pdf: 3288746 bytes, checksum: 7a05f1a095a995159cfa457b5352b631 (MD5) Previous issue date: 2016 / Este trabalho tem por objetivo compreender como a Educação do Campo repercute nos percursos iniciados pelos/as jovens egressos/as e nos seus projetos de vida, após a conclusão do ensino médio na escola do campo. São sujeitos e lócus, respectivamente, sete educandos/as que concluíram o segundo grau, entre os anos de 2013 e 2014 na Escola Estadual de Ensino Médio João dos Santos de Oliveira (Escola João Sem Terra), localizada no Assentamento 25 de Maio, em Madalena, Ceará. Baseada na concepção da Educação do Campo, foi a primeira escola a funcionar no estado com essa proposta. Para a discussão de juventude do campo, a pesquisa dialogou com autores/as que estudam a temática, como CARNEIRO (2008) e SALES (2006). Nas reflexões sobre Educação do Campo, propõe interlocuções com ARROYO (2006), CALDART (2002, 2004, 2012), CARVALHO (2006). Para responder os objetivos da pesquisa, foi necessária uma aproximação com os/as jovens, através da inserção no seu cotidiano para entender como elaboram seus percursos e projetos de vida. A escolha metodológica é fundamentada na pesquisa qualitativa, em conformidade com BOGDAN e BIKLEN (1994), MINAYO (2015), sendo de cunho etnográfico DAMATTA (2010), PEIRANO (2014). Essas juventudes revelaram formas diferentes de vivenciar o campo, com inserções plurais. Os percursos iniciados pelos/as egressos/as se constroem a partir do assentamento, na mobilidade para as cidades em busca de estudo e trabalho; ou na participação das lutas da comunidade e inserção no MST; mas também no trabalho na agricultura, com a produção de canteiros; ou por meio da cultura camponesa, através das danças populares. Assim, no assentamento ou na mobilidade entre o campo e a cidade, eles/as constroem seus caminhos em um constante dialogo entre sonhos e possibilidades. A Educação do Campo, nesse sentido, proporcionou às juventudes experiências práticas para o convívio com o campo, também formação política, engajamento e articulação nas lutas pela Reforma Agrária. Sua repercussão é imaterial, invisível, se entranha na formação de um novo ser que é inconcluso e que experimenta o mundo de múltiplas formas. Os percursos e os projetos de vida desses/as egressos/as da escola do campo registram criatividade, potencialidade, desejo de mudança, jogo com as oportunidades, táticas (CERTEAU, 2013) de resistência, de permanência e aspiração. Essas juventudes redesenham a relação campo-cidade e produzem outros sentidos para o “ficar ou sair” do campo.

Submitted by RONILCE MAIRA GARCIA LOPES null (romagalo@ymail.com) on 2016-07-12T11:44:33Z No. of bitstreams: 1 Dissertação.pdf: 3047143 bytes, checksum: 4f9b29fdb251940375a19b509559830c (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-12T13:15:26Z (GMT) No. of bitstreams: 1 lopes_rmg_me_rcla.pdf: 3047143 bytes, checksum: 4f9b29fdb251940375a19b509559830c (MD5) / Made available in DSpace on 2016-07-12T13:15:26Z (GMT). No. of bitstreams: 1 lopes_rmg_me_rcla.pdf: 3047143 bytes, checksum: 4f9b29fdb251940375a19b509559830c (MD5) Previous issue date: 2016-05-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Essa narrativa tem como escopo principal contar a história de uma pesquisa(dora), em uma escola do campo, com professores que lecionam Matemática. Cujo intuito era responder à pergunta de pesquisa: como os professores que lecionam Matemática em uma escola do campo tem percebido e compreendido esse espaço? A partir dos acontecimentos ocorridos durante a produção dos dados e como esses acontecimentos afetaram, atravessaram a pesquisa(dora) a história foi contada. Essa é uma história que acontece entre. Entre discursos ideológicos da Educação do Campo, da Educação Matemática no que tange a Educação do Campo e principalmente, o que ocorre entre o dia a dia, a rotina, as vozes, as pegadas, os trieiros de uma escola do campo. Essas ideologias são compostas pelo Referencial Curricular do Estado de Mato Grosso de Sul, a Proposta Pedagógica da escola, e, alguns marcos normativos no que tange a legislação da Educação do Campo. A Filosofia da Diferença compõe o movimento de discussão dos acontecimentos, metodologicamente, essa história s inspirou na Cartografia. A produção de dados ocorreu no chão da Escola Municipal Dom Bosco – Pólo e Extensões: Cirilo Anoena da Costa situada na zona rural do município de Inocência, no Estado de Mato Grosso do Sul. / This narrative has as the main scope tell the story of a research(er), in a countryside school, with teachers who teach mathematics. Whose aim was to answer the research question: how teachers who teach mathematics in a countryside school has perceived and understood this space? From the events that occurred during the production of data and how these events affected, crossed the research(er) the story was told. This is a story that happens between. Between ideological discourses of Field Education, Mathematics Education regarding the Rural Education and especially what happens between the day to day routine, the voices, the footsteps, the trieiros a school field. These ideologies are composed by the Referential Curriculum of the State of Mato Grosso do Sul, the school's pedagogical proposal, and some regulatory frameworks with respect to the field of education law. The difference of philosophy makes up the discussion movement of events, methodologically, this story's inspired in Cartography. The production data was on the floor of the Municipal School Dom Bosco - Campus and Extensions: Cirilo Anoena da Costa located in the countryside of Inocência, in the state of Mato Grosso do Sul.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015. / The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.