Learning in Rural Schools: Insights from PISA, TALIS and the Literature. OECD Education Working Papers No. 196

Autor/inn/en	Echazarra, Alfonso; Radinger, Thomas
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Learning in Rural Schools: Insights from PISA, TALIS and the Literature. OECD Education Working Papers No. 196
Quelle	(2019), (78 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/8b1a5cb9-en
Schlagwörter	Rural Education; Rural Schools; Rural Areas; Outcomes of Education; Rural Urban Differences; Academic Achievement; Socioeconomic Status; Expectation; Academic Aspiration; Educational Policy; Educational Quality; Achievement Tests; International Assessment; Foreign Countries; Secondary School Students; Teacher Surveys; Administrator Surveys; Educational Environment; Educational Finance; School Choice; Early Childhood Education; After School Programs; Teacher Effectiveness; Leadership; School Community Relationship; Learning Experience; Technology Uses in Education; Educational Cooperation; Distance Education; Postsecondary Education; Labor Market; Education Work Relationship; Program for International Student Assessment; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lernleistung; Schulerfolg; Stadt-Land-Beziehung; Schulleistung; Socio-economic status; Sozioökonomischer Status; Expectancy; Erwartung; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsfonds; Choice of school; Schulwahl; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Führung; Führungsposition; Lernerfahrung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; cooperation; Kooperation; Distance study; Distance learning; Fernunterricht; Post-secondary education; Tertiäre Bildung; Labour market; Arbeitsmarkt
Abstract	Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students' learning experience in rural contexts. Data from the OECD Programme for International Student Assessment (PISA) 2015 and the Teaching and Learning International Survey (TALIS) 2013 are analysed to examine differences in learning outcomes and education expectations between rural and urban students and to assess the extent to which challenges and opportunities in the provision of rural education are commonplace across OECD member and partner countries. To our surprise, some of the perceived challenges of providing rural education, such as an inadequate infrastructure or a lack of quality teachers, are far from universal. Rural-urban gaps in academic performance generally disappear after accounting for socio-economic status and rural students are less likely to expect completing a university degree than city students, but this gap in expectations persists even when rural students have a similar socio-economic status, on average across OECD countries. This highlights the importance of raising aspirations and creating opportunities for rural students. The paper concludes with ideas for policy and country experiences that governments may consider to ensure high quality learning for students in rural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01