Parenting and parenting resources among Chinese parents with children under three years of age: rural and urban differences.

BACKGROUND: Parenting is essential for children's development and preventing child abuse and neglect. Providing parenting services within the primary health care settings demonstrated effectiveness in improving parenting quality. However, little is known about the status of parenting and parenting resources in rural areas and whether they differ between rural and urban areas in Mainland China. OBJECTIVE: This study aimed to examine the rural-urban differences in parenting and availability of, utilization of, and need for parenting resources among Chinese parents with children under three years of age. PARTICIPANTS AND SETTING: A total of 425 parents of children under three years of age participated in an online survey between March and May 2020. METHODS: The Parenting and Family Adjustment Scale and Child Adjustment and Parenting Efficacy Scale were used to assess parenting, family adjustment, and parenting efficacy. The availability of, utilization of, and need for parenting resources were measured using self-developed questions based on literature. Chi-square tests, t tests, and Wilcoxon rank-sum test were used to examine the differences in responses between parents in rural and urban areas. RESULTS: Compared with their urban counterparts, rural parents reported a higher level of negative parenting and more limited parenting resources. Both rural and urban parents reported low availability and utilization of parenting resources as well as a great need for parenting support services. CONCLUSIONS: Rural parents faced more parenting challenges and limited parenting resources compared with urban parents. Both rural and urban parents with children under three years of age reported great needs for parenting resources. These findings highlight the potential of delivering accessible, sustainable, and cost-effective parenting programs via the primary health care system for public welfare in both urban and rural areas, with more attention paid to rural parents to help them improve their parenting.

The Persistence of Ethnopopulist Support: The Case of Rodrigo Duterte's Philippines

The past few years have seen an emergence of populist leaders around the world, who have not only accrued but also maintained support despite rampant criticism, governance failures, and the ongoing COVID pandemic. The Philippines' Rodrigo Duterte is the best illustration of this trend, with approval ratings rarely dipping below 80 percent. What explains his high levels of robust public support? We argue that Duterte is an ethnopopulist who uses ethnic appeals in combination with insider vs. outsider rhetoric to garner and maintain public support. Moreover, we argue that ethnic affiliation is a main driver of support for Duterte, and more important than alternative factors such as age, education, gender, or urban vs. rural divides. We provide evidence of Duterte's marriage of ethnic and populist appeals, then evaluate whether ethnicity predicts support for Duterte, using 15 rounds of nationally representative public opinion data. Identifying with a non-Tagalog ethnicity (like Duterte) leads to an 8 percent increase in approval for Duterte, significantly larger than any other explanatory factor. Among Duterte supporters, a non-Tagalog ethnicity is associated with 19 percent increase in strong versus mild support. Ethnicity is the only positive and significant result, suggesting that it strongly explains why Duterte's support remains robust. Alternative explanations, such as social desirability bias and alternative policy considerations, do not explain our results.

Reopening with Resilience: Lessons from Remote Learning during COVID-19 in Eastern and Southern Africa

The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.

State of the Superintendent -- High Job Satisfaction and a Projected Normal Turnover Rate. Selected Findings from the Fifth American School District Panel Survey. Data Note: Insights from the American Educator Panels. Research Report. RR-A956-12

Numerous accounts suggest that public school superintendents are burned out and frustrated by the accumulated stress of steering schools through the coronavirus disease 2019 (COVID-19) pandemic and political polarization, and that they are increasingly at risk of mass attrition. However, despite high stress levels and similarly dire predictions for teachers and principals, there has been a noticeable lack of heightened turnover among teachers and principals thus far throughout the pandemic. These contradictory signals beg the questions: Are superintendents satisfied with their jobs right now, and will they leave at higher-than-normal rates? This analysis suggests that, as of spring 2022, superintendents have positive feelings about their jobs despite the many challenges schools have faced both before and throughout the pandemic, and they do not plan to depart the profession at heightened rates. This is the first of two reports with results from the spring 2022 survey of the American School District Panel (ASDP). [For the companion report, "Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction: Selected Findings from the Fifth American School District Panel Survey," see ED621840.]

Inequalities in Digital Education: Rural-Urban and Socioeconomic Differences / Dijital Eğitimde Eşitsizlikler: Kırsal-Kentsel Ayrımlar ve Sosyoekonomik Farklılaşmalar

Inequalities based on income and economy and "social inequalities" that directly affect society are not well understood.Therefore, inequalities with different components are measured and studied at best. Social inequality;due to the development of new situations, events and problems, it creates a relatively new set of dimensions, expectations and results. Social inequality;Due to the development of new situations, events and problems, it creates a relatively new set of dimensions, expectations and results. New developments, enlargements and contractions experienced at global and national scale revealed that inequality in education should be discussed again. In this study, on the basis of rural-urban distinctions and socioeconomic differences, the inequalities that emerged in digital education during the Covid-19 pandemic were examined. Depending on these two distinctions, it is aimed to reveal the inequalities in the access and use of digital media, internet and information communication technologies (D-ICT) of university students who try to participate in distance education at home during the epidemic process. A total of 16 students selected from 3 different universities according to age, gender, place of residence, class and socioeconomic status were included in the study. In the research where qualitative method was applied, the data were obtained through in-depth interviews. Interview data were categorized and converted into themes using the Maxqda qualitative data analysis program. The categories and themes combined as a result of open, axial and selective coding were visualized. The individual and family characteristics of the participants, the environment and financial resources of schools, development, emancipation and acculturation factors interactively have effects on inequality, as well as rural-urban segregation and socioeconomic differentiation are evident in digital education inequality. Gelir ve ekonomi temelli eşitsizliklerin yanı sıra toplumu doğrudan etkileyen “sosyal eşitsizlikler” de yeterince anlaşılamamıştır. Bu nedenle farklı bileşenlerle eşitsizlikler en iyi ihtimalle ölçülmekte ve incelenmektedir. Sosyal eşitsizlik;yeni durum, olay ve sorunların gelişmesi nedeniyle göreceli olarak bir dizi yeni boyut, beklenti ve sonuç ortaya çıkarmaktadır. Küresel ve ulusal ölçekte yaşanan yeni gelişme, genişleme ve daralmalar, eğitimde eşitsizliğin tekrar tartışılması gerektiğini ortaya çıkarmıştır. Bu çalışmada da kırsal-kentsel ayrımlar ile sosyoekonomik farklılaşmalar temelinde Covid-19 salgını sürecinde dijital eğitimde ortaya çıkan eşitsizlikler incelenmiştir. Bu iki ayrıma bağlı olarak salgın sürecinde evde uzaktan eğitime katılmaya çalışan üniversite öğrencilerinin dijital medya, internet, bilgi ve iletişim teknolojilerine (DÍB) erişim ve kullanımlarındaki eşitsizliklerin ortaya çıkarılması amaçlanmıştır. Yaş, cinsiyet, ikamet yeri, okuduğu sınıf ve sosyoekonomik statüsüne göre 3 ayrı üniversiteden seçilen toplam 16 öğrenci araştırmaya dâhil edilmiştir. Nitel yöntemin uygulandığı araştırmada, veriler, derinlemesine görüşmelerle elde edilmiştir. Görüşme verileri, Maxqda nitel veri analiz programıyla kategorileştirilmiş ve temalara dönüştürülmüştür. Açık, eksenel ve seçici kodlama neticesinde birleştirilen kategori ve temalar görselleştirilmiştir. Katılımcıların bireysel ve aile özellikleri, okulların çevresi ve mali kaynak durumları, kalkınma, özgürleşme, kültürlenme faktörleri etkileşimli şekilde eşitsizliği ortaya çıkarıcı etkiye sahip olduğu gibi dijital eğitim eşitsizliğinde kırsal-kentsel ayrım ve sosyoekonomik farklılaşmaların belirgin olduğu görülmektedir.

Evolution of Anxiety and Depression in Men during the First Six Months of the COVID-19 Pandemic and Factors Associated with Worsening of Mental Health: Retrospective Longitudinal Study

Background: The Coronavirus disease (COVID-19) pandemic has had a huge impact on the psychological wellbeing of the population, however, few studies have analysed the psychological consequences for the most vulnerable groups, particularly those suffering from depression and anxiety, and specifically in men. The objective of this study is to analyse the changes in a population of men undergoing active treatment for depression or anxiety and factors associated with these changes. Methods: Retrospective, longitudinal and observational study of a population of 28,294 men in northern Spain. The study variables were sociodemographic variables, chronic comorbidities, COVID-19 infection, anxiolytic and antidepressant drug consumption, and use of healthcare resources. These variables were collected from the Primary Health Care electronic records for the two distinct periods (6 months before and 6 months following the end of the lockdown). To compare drug patterns and the use of healthcare resources a paired Student's T-test was used. To analyse associated factors related to a deterioration of mental disorders, a multivariate logistic regression was performed. Results: In relation to changes in drug patterns, 40% of men saw an increase in at least one Defined Daily Dose (DDD) of their prescribed drugs during the 6 months following lockdown and the number of appointments at health centres and home visits significantly decreased. Factors associated with a deterioration of mental disorders are being under 60 years old, having an income of less than 18,000 euros/year and suffering from more than one comorbidity. Conclusions: The pandemic had a significant impact on men with a previous diagnosis of depression and/or anxiety.

Will Students Come Back? A July 2021 Parent Survey about School Hesitancy and Parental Preferences to COVID-19 Safety Practices in Schools--Survey Methods Appendix. Research Report. RR-A1393-2

This document provides the survey methods appendix that accompanies the study, "Will Students Come Back? A July 2021 Parent Survey about School Hesitancy and Parental Preferences for COVID-19 Safety Practices in Schools. Research Report. RR-A1393-2" (ED615819). The appendix provides information about the sample, survey instrument, and resultant data associated with the July 2021 survey of parents concerning school hesitancy and preferences for COVID-19 safety practices in schools in the United States.

Sharing Relatively Good News: Rural Return-to-School More Frequent and Equitable than Cities and Suburbs

This study examined publicly available data from the Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the COVID-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the COVID-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.