Rural Teachers in Project Launch

Urban Schools’ Teachers Enacting Project-Based Science

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in projectbased science (PBS) were described in previous studies (Brown & Campione, 1990; Crawford, 1999; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998; Krajcik, Blumenfeld, Marx, & Solloway, 1994; Minstrell...

Keeping Teachers Happy: Job Satisfaction among Primary School Teachers in Rural Northwest China

Numerous empirical studies from developing countries have noted that parental education has a robust and positive effect on child learning, a result that is often attributed to more educated parents making greater investments in their children's human capital. However, the nature of any such investment has not been well understood. This study examines how parental education affects various pare...

Teachers’ work: The tacit pedagogy of expert teachers in rural Malawi

Recruitment of rural teachers in developing countries: an economic analysis

Monetary and non-monetary incentives for rural teacher recruitment are a prominent feature of developing-country education systems. Despite the widespread use of incentives, there is little theoretical or empirical evidence on their e!ectiveness. This paper interprets incentive policies within the framework of the economic theory of compensating di!erentials. The discussion clari"es the implici...

Recruiting and retaining high-quality teachers in rural areas.

In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities--small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize labor costs. Many, though not all, rural areas,...