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RETRACTED: Teaching in Rural Indonesian Schools: Teachers’ Challenges

DOI:

https://doi.org/10.22437/ijolte.v2i2.5002

Keywords:

SM-3T, English language teaching, rural areas, teacher professional development

Abstract

This article has been retracted: please see IJoLTe publication etichs on duties of authors, section Multiple, Redundant or Concurrent Publication (https://online-journal.unja.ac.id/index.php/IJoLTE/Ethics)

This article has been retracted as the initiative of the editor in chief as the result of violations of publication ethics. The article doing multiple submission. If you want to get the article, please visit to: https://ijmmu.com/index.php/ijmmu/article/view/305

International Journal of Language Teaching and Education takes a very strong view on this matter and apologies are offered to readers of the journal for this problems.

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References

[1] Autti, O., & Hyry-Beihammer, E. K. (2014). School closures in rural finish commu-nities. Journal of Research in Rural Education, 29(1), 1-17.
[2] Clandinin, D. J., & Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Fransisco: Jossey-Bass, Inc.
[3] Hargreaves, L., Kvalsund, R., & Galton, M. (2009). Reviews of research on rural schools and their communities in British and Nordic countries. International Jour-nal of Educational Research, 48, 80-88.
[4] Hidayah, I., & Marhaeni P. A, T. (2016). Reinforcement of professional teacher candidates in Indonesia through program of graduates educating in the frontier, outermost, and disadvantaged regions (SM-3T). International Journal of Research in Education and Science, 2(1), 166-171.
[5] Luschei, T. F., & Zubaidah, I. (2012). Teacher training and transitions in rural In-donesian Schools: A case study of Bogor, West Java. Asia Pacific Journal of Edu-cation, 32(3), 333-350.
[6] Morse, J. M., & Field, P. A. (1998). Nursing research of qualitative approaches. Cheltenham: Stanley Thornes.
[7] Myriad Research (2015). Baseline study for rural and remote education ini-tiative for Papuan provinces. Report of findings. Retrieved from https://www.unicef.org/indonesia/Baseline_Study_Papua_Rural_Remote_Education_Final_Report.pdf.
[8] OECD, Asian Development Bank (2015). Reviews of national policies for education: Education in Indonesia - rising to the challenge. Retrieved from https://www.adb.org/sites/default/files/publication/156821/education-indonesia-rising-challenge.pdf.
[9] Prouty, R. (2012). We like being taught: A Study on teacher absenteeism in Papua and West Papua. UNCEN – UNIPA – SMERU – BPS – UNICEF.
[10] Smit, R., Hyry-Beihammer, E. K., & Raggl, A. (2015). Teaching and learning in small, rural schools in four European countries: Introduction and syn-thesis of mixed-/multi-age approaches. International Journal of Education Research, 74, 97-103.
[11] UNICEF Indonesia (2016). Education and youth. Retrieved from https://www.unicef.org/indonesia/education.html.
[12] Wang, J. (2006). Difficulties and countermeasures in the implementation of quality oriented education in rural primary and secondary schools. Jiay-ouYanjiu (Educational Research), 11, 41-46.

Published

2018-07-31

Versions

How to Cite

RETRACTED: Teaching in Rural Indonesian Schools: Teachers’ Challenges. (2018). International Journal of Language Teaching and Education, 2(2), 87-96. https://doi.org/10.22437/ijolte.v2i2.5002

Issue

Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018

Section

Research Articles

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