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Nclb Technology And A Rural School: A Case Study, Theresa A. Cullen, Thomas A. Brush, Timothy J. Frey, Rebecca S. Hinshaw, Scott J. Warren
Nclb Technology And A Rural School: A Case Study, Theresa A. Cullen, Thomas A. Brush, Timothy J. Frey, Rebecca S. Hinshaw, Scott J. Warren
The Rural Educator
The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is through an increase in the level of technology integration in their school (Collins & Dewees, 2001). This case study reports on one school’s attempt to use grant resources funded through NCLB to integrate specific instructional technologies to facilitate increased student achievement. Through interviews and observations, the roles, attitudes, and difficulties of teachers and administrators in implementing a technology initiative in a …
Adequate Yearly Progress In Small Rural Schools And Rural Low-Income Schools, Thomas W. Farmer, Man-Chi Leung, Jonathan Banks, Victoria Schaefer, Bruce Andrews, Robert Allen Murray
Adequate Yearly Progress In Small Rural Schools And Rural Low-Income Schools, Thomas W. Farmer, Man-Chi Leung, Jonathan Banks, Victoria Schaefer, Bruce Andrews, Robert Allen Murray
The Rural Educator
Adequate yearly progress (AYP) on No Child Left Behind criteria was examined for a randomly selected sample of districts that qualify for the Rural Education Achievement Program (REAP). The sample involved 10% of districts that were eligible for the Small Rural Schools Achievement (SRSA) program and 10% that were eligible for the Rural and Low-income Schools (RLIS) program. Based on district reports, nearly 80% of SRSA schools made AYP, 11% failed, and 11% did not have adequate data. For schools in the RLIS program, districts reported that 65% made AYP, 29% failed, and 6% did not report adequate data. The …
Creating Effective Schools Where All Students Can Learn, Christina Reagle
Creating Effective Schools Where All Students Can Learn, Christina Reagle
The Rural Educator
Helping schools create environments where all students can learn is a worthwhile mission for schools big and small. Both multi and single site districts agree that providing equitable and meaningful learning opportunities for every student is essential, but find this challenging and difficult. What are the systemic factors that limit educators in considering new educational paradigms that might structure schools differently, increase learning outcomes for a wider spectrum of students, and prepare students to meet the challenges of the 21st century? All communities need graduates ready to face the world after high school, prepared to work, and ready to offer …