Teachers connecting with rural students and places: A mixed methods analysis

Starrett, Angela; Yow, Jan A.; Lotter, Christine; Irvin, Matthew J.; Adams, Paula

doi:10.1016/j.tate.2020.103231

Cited by 14 publications

(21 citation statements)

References 30 publications

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“…Moreover, teachers in rural areas [ 37 ], often have a powerful influence on students' lives [ 38 ]. Teachers can provide nurturing and supportive relationships with students and their families that can improve learning in the classroom and beyond [ 39 ]. These results indicate that the involvement of teachers, parents, and the community may facilitate the sustainability of health interventions in primary schools.…”

Section: Discussionmentioning

confidence: 99%

Knowledge, attitudes, and practices towards dengue prevention among primary school children with and without experience of previous dengue infection in southern Thailand

et al. 2021

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To develop more effective intervention strategies against dengue, it is necessary to identify determinants of knowledge, attitudes, and practices (KAP), which may be influenced by the dengue experiences of the population at risk. The aim of this study was to assess and compare KAP regarding dengue prevention between Thai primary school children with and without experiences of dengue. A cross-sectional study was conducted among children between ages 8 and 13, attending the 50 public primary schools in Kanchanadit district, between October and November 2019. A 32-item questionnaire was used to collect children's socio-demographic characteristics (4 items), health information (2 items), knowledge (10 items), attitudes (7 items), and practices (9 items) towards dengue prevention, which required 30 min to complete. The KAP between groups was then statistically compared, to identify possible causes of observed differences. Of 1979 children, 15.6% self-reported that they had been infected with dengue, while 84.4% had no history of the disease. Most children indicated that they obtained dengue-related information from primary school teachers (73.6%) and their parents (68.5%). No statistically significant differences in mean KAP scores were observed between children with and without dengue experiences ( P > 0.05). When KAP scores were categorized as good or poor levels, based on an 80% cut-off, 12.3% of all children had good dengue-related knowledge, 41.6% had good attitudes, and 25.9% reported good preventive practices. Dengue experience was significantly and positively associated with exercising good preventive practices (odds ratio [OR] = 1.34, 95% confidence interval [CI]: 1.03–1.75, P = 0.031). There were significant positive correlations between attitudes and practices in both children with and without dengue experiences ( P < 0.001). To enhance KAP towards dengue prevention, further efforts are needed to increase routine dengue health education programs for primary school students who have and have not experienced dengue, and to improve health education programs within communities, especially to assist guardians with the dissemination of dengue literature.

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Section: Discussionmentioning

confidence: 99%

Knowledge, attitudes, and practices towards dengue prevention among primary school children with and without experience of previous dengue infection in southern Thailand

et al. 2021

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“…The role of intensified communication and of a new sense of necessary closeness in educational support, made especially salient by the crisis situation, may also help explain why teachers from rural areas, more than those in urban contexts, experienced a positive impact from moving to online learning in the quality of the proposed educational activities, the relation with students, and the relation with families. It is not possible, in the context of the current research, to explain why this may have been the case but it is possible that this dynamic of social recognition was stronger in rural areas due to higher levels of relational closeness (Starret et al, 2021).…”

Section: Discussionmentioning

confidence: 71%

Professores em tempos de ensino remoto de emergência

Torres¹,

Teixeira²,

Pais³

et al. 2021

ESC

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O fecho de escolas durante a primeira onda de pandemia de COVID-19 desafiou os/as professores/as a reorganizarem rapidamente as suas atividades educativas. Essa mudança exigiu uma maior integração das tecnologias no ensino e levou a transformações repentinas nas relações sociais e pedagógicas. Se o acentuar de desigualdades pré-existentes entre os alunos se tornou imediatamente evidente, ficou menos claro como as desigualdades entre os/as professores/as afetaram a sua transição para o ensino remoto de emergência. Este artigo apresenta e discute as perceções e experiências de professores/as portugueses/as sobre os efeitos desta transição no seu ensino e nas relações com outros/as professores/as, alunos/as e suas famílias, a partir dos dados de um inquérito online respondido por 675 professores/as entre 11 e 31 de maio de 2020. Os/as professores/as perceberam efeitos positivos da transição para um ensino remoto de emergência na qualidade de seu ensino e nas suas relações com alunos, famílias e colegas, com algumas diferenças atribuíveis às características territoriais (rural / urbano). As oportunidades de formação e apoio que os professores tiveram durante o período da transição surgem como cruciais para compreender as perceções de mudanças positivas. Submetido: 15.02.2021 Aceite: 10.05.2021

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“…Often people's participation in adult education is influenced by certain experiences they have had in the educational process during childhood or adolescence. There are situations in which the studentteacher relationship has allowed an individualized study, as is the case of certain rural communities (Starrett et al, 2021). For 2019, the comparative situation of the level of education of the population between 15 and 64 years is presented in the following figure.…”

Section: Resultsmentioning

confidence: 99%

Level of Adult Education in the European Union

Burlacu¹,

Angheluță²,

Negescu³

et al. 2021

New Trends in Sustainable Business and Consumption

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Labor-market changes necessitate technological change products. The employment rate is influenced by the share of the young population. The economic environment is determined by the level of education of the population in a community. Thus, the labor market requires people with high skills. The article presents an analysis of the level of education of the population, related to three age groups. Knowing the level of education of the population is in favor of both the labor market and the education and training specialists. Job quality is higher when the population has a high level of education. At the same time, employment is more difficult for people with low levels of education. From this point of view, the article explores the evolution of the share of the population by education levels.

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Teachers connecting with rural students and places: A mixed methods analysis

Cited by 14 publications

References 30 publications

Knowledge, attitudes, and practices towards dengue prevention among primary school children with and without experience of previous dengue infection in southern Thailand

Knowledge, attitudes, and practices towards dengue prevention among primary school children with and without experience of previous dengue infection in southern Thailand

Professores em tempos de ensino remoto de emergência

Level of Adult Education in the European Union

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