Teaching in rural and remote schools: a literature review

Yarrow, Allan; Ballantyne, Roy; Hansford, Brian; Herschell, Paul; Millwater, Jan

doi:10.1016/s0742-051x(98)00036-5

Cited by 63 publications

(42 citation statements)

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“…Johnson, et al, 2013 -forthcoming;Peters & Le Cornu, 2007), and that rural teaching adds significant complexity to career entry (Lock et al, 2009;Sharplin, 2002;Sullivan & Johnson, 2012;Yarrow, Ballantyne, Hansford, Herschell, & Millwater, 1999), both compound readings of Emily's experiences. For her, these unanticipated experiences of challenge and distress were lifechanging.…”

Section: Discussionmentioning

confidence: 99%

Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

Morrison¹

2013

AJTE

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Section: Discussionmentioning

confidence: 99%

Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

Morrison¹

2013

AJTE

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“…However, more needs to be done to develop schools as learning organisations (Banerjee et al, 2017 [122] ; Kools and Stoll, 2016 [123] ; Vescio, Ross and Adams, 2008 [124] ). Investments in stronger leadership in schools, as analysed in Chapter 3, and sufficient attention to teachers' working conditions, such as teacher assignment, time, space, materials and access to colleagues, as discussed above, would all help strengthen schoolbased professional learning (Little, 2006 [125] ).…”

Section: Strengthen Teachers' Professional Development By Connecting mentioning

confidence: 99%

School education in Colombia

2018

OECD Reviews of School Resources

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This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2018You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. The "School Resources Review" aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides countryspecific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries' educational objectives.Colombia was one of the countries which opted to participate with an in-depth country review. Country reviews provide detailed descriptions of national policies, a critical analysis of country-specific strengths and challenges and tailored policy advice for improving the use of school resources. This particular review aims to i) provide insights and advice to Colombian authorities; ii) help other countries understand Colombian policies and practices; and iii) provide input for thematic work of the project.The report was co-authored by Thomas Radinger (OECD Secretariat), also co-ordinator of the review; Alfonso Echazarra (OECD Secretariat); Gabriela Guerrero (GRADE Peru), expert on school provision; and Juan Pablo Valenzuela (Universidad de Chile), expert on school finance. Annex B provides biographies of the team of authors.The conclusions of the report were informed by a visit to Colombia to carry out interviews with a range of authorities and stakeholders and to visit school communities in different parts of the country. The visit of the review team to Colombia took place in Dece...

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“…Teachers are frequently prepared for large urban schools, and face pedagogical and curricular challenges when confronted with multi-grade teaching, which is more common in small schools (Mulcahy, 2009;Yarrow et al, 1999). Teachers also frequently complain about the lack of adequate material for multi-grade classes, since textbooks and curriculum remain grade-based (Sigsworth, 2005).…”

Section: Availability Of Adequate Teaching Materialsmentioning

confidence: 99%

School Size Policies

Abalde

2014

OECD Education Working Papers

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OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.- org/edu/workingpapers --------------------------------------------------------------------------COPYRIGHT © OECD 2014EDU/WKP(2014)5 3 ABSTRACT Recent demographic, economic and political trends have placed the issue of school size at the heart of school effectiveness and efficiency discussions. The subject of school size is particularly salient in remote and rural areas where the viability of small schools has been questioned. In spite of the relevance of school size policies, the literature on this issue is quite fragmented with few studies taking a comprehensive view on the implications of school size policies. This literature review attempts to bridge different strands of relevant research and describes existing country practices in order to provide a broader picture of the benefits and costs associated with different school sizes. The paper describes the different trends that have affected school enrolment and how different countries have managed school size policies, with a particular focus on school consolidation. It discusses the consequences of school consolidation and the alternatives to consolidation when schools are facing declining enrolment. It also reviews the different mechanisms through which school size affects the quality and efficiency of schools, and the existing empirical evidence on these effects. RÉSUMÉLes récentes évolutions démographiques, économiques et politiques ont placé la question de la taille des écoles au centre du débat sur l'efficacité et l'efficience du système éducatif. Le sujet de la taille des écoles est particulièrement important dans les régions isolées et rurales où la viabilité des pet...

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Teaching in rural and remote schools: a literature review

Cited by 63 publications

References 0 publications

Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

School education in Colombia

School Size Policies

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