Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Rural (6)
- Rural education (6)
- Policy (3)
- Australia (2)
- Education (2)
-
- Leadership (2)
- Principals (2)
- 4-H project (1)
- 4-H volunteers (1)
- ACT score (1)
- Administrators (1)
- Adolescents (1)
- Agricultural education (1)
- Alignment to vision (1)
- Appalachia (1)
- Biliteracy (1)
- Canada (1)
- Capacity building (1)
- City school district (1)
- College access (1)
- College students (1)
- Coparenting (1)
- Deficit ideology (1)
- Depression (1)
- Diversity (1)
- Divorce (1)
- Divorce education (1)
- ESSA (1)
- Early childhood education (1)
- Early college (1)
Articles 1 - 30 of 32
Full-Text Articles in Education
Superintendents’ Perceptions Regarding The Supervision And Evaluation Of Principals In A Rural State, David Hvidston, Courtney Ann Mckim
Superintendents’ Perceptions Regarding The Supervision And Evaluation Of Principals In A Rural State, David Hvidston, Courtney Ann Mckim
The Rural Educator
The goals for this mixed methods study were to examine superintendents’ perceptions regarding their own supervision and evaluation of principals in a rural state. Five research questions guided the mixed methods inquiry. An online survey tool was used to gather perceptions from superintendents regarding their own evaluation and supervision of principals. Participants solicited included all 48 superintendents from a rural Mountain West state. Out of the participants solicited 23 superintendents agreed to participate (48% response rate). Results from this study provided implications for those who train superintendents and those who supervise and evaluate principals. Keywords: superintendents, principal supervision, principal evaluation, …
Leadership Challenges Of The Rural School Principal, Barbara Klocko, Riley J. Justis
Leadership Challenges Of The Rural School Principal, Barbara Klocko, Riley J. Justis
The Rural Educator
As stress impacts the organization and operations of a school, leader stressors may be determined by the setting, years of experience of the leader and the greater educational landscape in which the principal must lead. The researchers sought to differentiate between the perceived stress and joy of urban and rural school principals. Findings derived from this time series design inquiry suggest that despite external influence, there is limited change in reported stress of rural school principals. Though the leadership in any setting is complex and multi-faceted, the researchers identified and assessed contributing factors.
Multiliteracies In Rural Schools: The “Revuelto Y Mezclada” Of Home And Community Literacy Practices Of Midwestern Emergent Bilingual Families, Trish Morita-Mullaney, Haiyan Li, Jennifer Renn
Multiliteracies In Rural Schools: The “Revuelto Y Mezclada” Of Home And Community Literacy Practices Of Midwestern Emergent Bilingual Families, Trish Morita-Mullaney, Haiyan Li, Jennifer Renn
The Rural Educator
Multiliteracies is a paradigm for language and literacy, in which all languages and literacies are valuable, meaningful, and serve a purpose in meeting the needs of the learner within their social contexts. Multiliteracies are enacted and negotiated through different languages, technologies, and modalities and are represented in homes and communities of English Learners (ELs) or emergent bilinguals (EBs), representing their bi- or multilingual identities. Within rural communities, these family multiliteracies differ from the predominantly English-monolingual contexts found within schools, but have the potential to reshape rural educators’ conceptions of literacies. Redefining literacy holds significance in rural communities where resources, including …
From Sharks To "The Big Ugly", Kristin Rearden, Joy Bertling
From Sharks To "The Big Ugly", Kristin Rearden, Joy Bertling
The Rural Educator
This longitudinal case study explored one rural elementary art teacher’s praxis for two years after she participated in professional development sessions on place-based education (PBE). These sessions focused specifically on PBE within the discipline of art for K-12 art educators in a geographically-large southeastern school district. Through surveys, observations, interviews, and document analysis of curricular materials, the researchers investigated the teacher’s experiences with PBE as she taught art in a rural area of the district. Her curricular decisions transitioned from a focus on art reflecting her personal knowledge base to art that built on students’ expressions of, experiences in, and …
Rural Multilingual Family Engagement, Maria Coady
Rural Multilingual Family Engagement, Maria Coady
The Rural Educator
Rural teachers and educators are increasingly called upon to build partnerships with families who use languages other than English in the home (US DOE, 2016). This is equally true for rural schools, where the number of multilingual families is small, and the language and cultural backgrounds of students differs from those of school. This article reviews the research on parental involvement and three common models of parental involvement. In this article, I propose a revised conceptual model for teachers and educators for rural multilingual family engagement. This article calls for increasingly refined research that addresses the sociohistorical backgrounds of families …
Why Rural Matters 2018-2019: The Time Is Now: Interview With Authors Jerry Johnson, Daniel Showalter, And Sara Hartman, Erin Mchenry-Sorber
Why Rural Matters 2018-2019: The Time Is Now: Interview With Authors Jerry Johnson, Daniel Showalter, And Sara Hartman, Erin Mchenry-Sorber
The Rural Educator
TRE editor Erin McHenry-Sorber recently spoke with three of the authors of the biennial report on the status of rural education published by the Rural School and Community Trust in partnership with the College Board and AASA: The School Superintendents’ Organization. Why Rural Matters 2018-2019 The Time is Now examines the state of rural education in each of the 50 states in the United States. The authors describe the significance of the report and its implications for policy and practice.
Flipping An Agricultural Teaching Methods Course At A Non-Land Grant University, Nathan W. Conner, Christopher T. Stripling, Stacy Tomas, Dennis Fennewald, Billye Foster
Flipping An Agricultural Teaching Methods Course At A Non-Land Grant University, Nathan W. Conner, Christopher T. Stripling, Stacy Tomas, Dennis Fennewald, Billye Foster
Journal of Human Sciences and Extension
The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the …
Exploring Nursery Growers’ Perceptions, Attitudes And Opinions About Water Usage To Inform Water Conservation Education, Pei-Wen Huang, Alexa J. Lamm, Laura A. Warner, Sarah A. White, Paul Fisher
Exploring Nursery Growers’ Perceptions, Attitudes And Opinions About Water Usage To Inform Water Conservation Education, Pei-Wen Huang, Alexa J. Lamm, Laura A. Warner, Sarah A. White, Paul Fisher
Journal of Human Sciences and Extension
Research has shown the nursery industry needs to seek alternative water sources and adopt water conservation strategies to reduce water use in order to stay viable. This study used a qualitative approach to explore nursery growers’ perceptions, attitudes, and opinions about water usage to inform the development of Extension programs that encourage adoption of water conservation strategies. Interviews were conducted with 24 nursery growers across the U.S. The findings indicated growers interact with water in various ways, including meeting plant water needs, facilitating chemical distribution, controlling product quality, and facilitating business operations. The participants felt protecting water was the right …
Adapting An Elementary School Nutrition Context Assessment For High School Settings And Students, Deborah H. John, Beret Halverson, Tia H. Ho
Adapting An Elementary School Nutrition Context Assessment For High School Settings And Students, Deborah H. John, Beret Halverson, Tia H. Ho
Journal of Human Sciences and Extension
The school nutrition context is comprised of supportive environmental features, programs, policies, and social relationships that shape students’ healthy dietary choices and patterns. When engaging students as change agents, advocates, and partners in making healthy nutrition choices easier, environmental assessment tools developed for adults may be too complex or inappropriately tailored for youth. Adolescents need practical, user-tailored tools that reliably measure the food and beverage environments they encounter in school to inform youth-led changes to the school nutrition context. To meet this need, an evidence-based school environmental assessment was adapted for use in high schools by students as evaluators. Cooperative …
Full Issue, Volume 7, Number 3, Journal Of Human Sciences And Extension
Full Issue, Volume 7, Number 3, Journal Of Human Sciences And Extension
Journal of Human Sciences and Extension
No abstract provided.
Theoretical And Empirical Foundations Of Divorce Education: Connecting Program Theory And Curricular Content, Alisha M. Hardman, Emily H. Becher, Ellie Mccann, Sharon E. Powell, Jennifer Garbow, Neeraj Rajasekar, Mary S. Marczak
Theoretical And Empirical Foundations Of Divorce Education: Connecting Program Theory And Curricular Content, Alisha M. Hardman, Emily H. Becher, Ellie Mccann, Sharon E. Powell, Jennifer Garbow, Neeraj Rajasekar, Mary S. Marczak
Journal of Human Sciences and Extension
Many parent and family education programs lack a clearly articulated program theory that is solidly founded in the social science literature and used to guide rigorous evaluation. This article describes the program theory for Parents Forever, a divorce education program developed by the Minnesota Extension to serve divorcing parents. The Parents Forever program theory is theoretically based and empirically-informed. The program theory is based on three significant frameworks, which serve as the theoretical foundation for the program: human ecosystems, life course development, and family resilience. These theories are explored and discussed. Three primary change mechanisms relevant for divorcing families serve …
Special Issue Introduction — Strengthening Rural Education: Gathering Research From Around The Globe, Simone White, Jayne Downey
Special Issue Introduction — Strengthening Rural Education: Gathering Research From Around The Globe, Simone White, Jayne Downey
The Rural Educator
No abstract provided.
Disrupting Dichotomous Traps And Rethinking Problem Formation For Rural Education, Amy Price Azano, Catharine Biddle
Disrupting Dichotomous Traps And Rethinking Problem Formation For Rural Education, Amy Price Azano, Catharine Biddle
The Rural Educator
This article highlights various paradoxes and false dichotomies in rural education research. Using Paulo Freire's theories of oppression and critical awareness, the article delineates a theoretical framework designed to explore a reframing of rural education. We propose that this reframing would serve as rural praxis for school leaders and teachers, and we make use of these theories to discuss school leader and teacher preparation programs. This reframing for the field of rural education research proposes a way through contradictions and dispels deficit narratives underlying conceptions of rurality and theoretical constructs in rural education research.
“I’M Not Where I Want To Be”: Teaching Principals’ Instructional Leadership Practices, Dawn Wallin, Paul Newton, Mickey Jutras, Jordan Adilman
“I’M Not Where I Want To Be”: Teaching Principals’ Instructional Leadership Practices, Dawn Wallin, Paul Newton, Mickey Jutras, Jordan Adilman
The Rural Educator
This paper reports on the ways in which teaching principals in rural schools in Alberta, Manitoba, and Saskatchewan, Canada enact instructional leadership within the five leadership domains conceptualized by Robinson, Lloyd, and Rowe (2008). Although participants suggested that they were “not where they wanted to be” in their efforts to enact instructional leadership, their actions demonstrate exemplary practice in this regard. The nature of the discourse perpetuated by leadership groups and teachers’ associations that equates instructional leadership with classroom visits only has the effect of decreasing teaching principals’ self-efficacy as instructional leaders. We argue for recognition of these leaders’ efforts …
It Starts With Us: Including Refugees In Rural Schools And Communities, Alice M. Wille, Miranda K. Maher, Sibyl R. Cornell, Angelica Coumanova Kim, Brad Reimers, Robyn S. Hess
It Starts With Us: Including Refugees In Rural Schools And Communities, Alice M. Wille, Miranda K. Maher, Sibyl R. Cornell, Angelica Coumanova Kim, Brad Reimers, Robyn S. Hess
The Rural Educator
Rural school personnel across three districts and states were interviewed to learn their experiences working with refugee youth and their families. These eleven individuals held different roles including administrators, special service providers, and teachers of English language learners (ELL). Through qualitative analysis, the broad themes of communication, differences, resources, curriculum, collaboration, and family-school relationships were identified. Data were used to develop recommendations for promoting the inclusion of newcomer youth in rural schools.
Rural Exposures: An Examination Of Three Initiatives To Introduce And Immerse Preservice Teachers Into Rural Communities And Rural Schools In The U.S. And Australia, Robert Mitchell, Allison Wynhoff Olsen, Patrick Hampton, James Hicks, Danette Long, Kristofer Olsen
Rural Exposures: An Examination Of Three Initiatives To Introduce And Immerse Preservice Teachers Into Rural Communities And Rural Schools In The U.S. And Australia, Robert Mitchell, Allison Wynhoff Olsen, Patrick Hampton, James Hicks, Danette Long, Kristofer Olsen
The Rural Educator
One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within …
Educating For Sustainability In Remote Locations, Chris Reading, Constance Khupe, Morag Redford, Dawn Wallin, Tena Versland, Neil Taylor, Patrick Hampton
Educating For Sustainability In Remote Locations, Chris Reading, Constance Khupe, Morag Redford, Dawn Wallin, Tena Versland, Neil Taylor, Patrick Hampton
The Rural Educator
At a time when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educators need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessibility rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educating for sustainability in remote locations in six diverse countries: South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature …
Engagement In Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology To Include Students In The Discussion, Rayecarol Cavender, Trina Gannon
Engagement In Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology To Include Students In The Discussion, Rayecarol Cavender, Trina Gannon
Journal of Human Sciences and Extension
A criticism of cross-cultural course requirements at the collegiate level is just how effective these courses are in promoting multiculturalism among students. Many of these courses are also taught in large lecture format, cultivating an environment in which students are passive receivers of information rather than active participants in open interactions with the instructor and their peers. Incorporating a student response system (SRS) into a cross-cultural large lecture course allows students to respond to questions anonymously while facilitating the active involvement and engagement that is necessary to facilitate student openness to adopting more pluralistic perspectives over the span of the …
Youths’ Perspectives Of Experiential Learning Delivery: Findings From A Multistate 4-H Youth Program, Sarah Taylor, K. Anh Do, Shen Qin, Yan Ruth Xia, Maria Rosario T. De Guzman
Youths’ Perspectives Of Experiential Learning Delivery: Findings From A Multistate 4-H Youth Program, Sarah Taylor, K. Anh Do, Shen Qin, Yan Ruth Xia, Maria Rosario T. De Guzman
Journal of Human Sciences and Extension
Youths’ perspectives are often unexplored in youth program development and implementation. This article examined youths’ perspectives of a 4-H youth prevention program called “Health Rocks!” that is designed to promote healthful decision-making skills, stress coping, and socioemotional skills related to substance use. Qualitative and quantitative data were collected and analyzed. Qualitative findings reveal that participants appreciated the fun and engaging curriculum, valued program staff who were interactive, and enjoyed the hands-on program activities. Participants also reported that the program positively impacted their knowledge and skills. Quantitative results show that participants who perceived the program as fun were significantly more likely …
The Relationship Between Student Admissions Data And Six-Year Degree Completion, Catherine W. Shoulders, Leslie D. Edgar, Donald M. Johnson
The Relationship Between Student Admissions Data And Six-Year Degree Completion, Catherine W. Shoulders, Leslie D. Edgar, Donald M. Johnson
Journal of Human Sciences and Extension
This study examined the six-year bachelor’s degree graduation status of freshmen (N = 1,839) entering the Dale Bumpers College of Agricultural, Food and Life Sciences (AFLS) between 2001 and 2010. The overall graduation rate was 64%, including 23% who had transferred out of AFLS. Multinomial logistic regression was used to determine if student entry data differentiated between graduates and non-graduates and between AFLS and non-AFLS graduates. High school GPA (HSGPA), first-generation status, and year of admission to the university significantly differentiated between graduates and non-graduates. Each standard deviation increase in HSGPA was associated with a 224% increase in the relative …
How An Online Education Module Influences Attitudes Toward Relationship Education: A Randomized Experiment, Daniel S. Hubler, Brandon K. Burr
How An Online Education Module Influences Attitudes Toward Relationship Education: A Randomized Experiment, Daniel S. Hubler, Brandon K. Burr
Journal of Human Sciences and Extension
Growing evidence suggests that many people do not see the differences between relationship education (RE) and couples therapy (CT). In fact, many lack information regarding the details and processes included in both RE and CT. If the differences are not understood, fewer people may be inclined to attend RE. RE has experienced various recruitment challenges over the years. The Theory of Planned Behavior illustrates how attitudes and intentionality are linked. If participants gain knowledge about a service, their attitudes about that service and intentions to participate change. For this study, an online module was created to provide information on the …
The Role Of Social Support In Predicting Depression And Task Overload Among College Students, James M, Duncan, Mallory Lucier-Greer, Anthony J. Ferraro, Kayla Reed-Fitzke
The Role Of Social Support In Predicting Depression And Task Overload Among College Students, James M, Duncan, Mallory Lucier-Greer, Anthony J. Ferraro, Kayla Reed-Fitzke
Journal of Human Sciences and Extension
Guided by the Relationships Motivation Theory, this short-term longitudinal study examined associations between social support (i.e., relatedness), depression, and stress in the form of task overload among emerging adult, university students (N = 184 at time one; N = 105 at time two; 69.2% female). Results from a series of path models indicated a significant relationship between decreased perceptions of social support over time and an increase in perceived task overload with significant mediating effects through depressive symptomology. Implications for counseling services as well as intervention and awareness points for university professionals are discussed.
Intentional Stem Infusion (Isi) Approach For 4-H Non-Stem Project Volunteers: Finding Stem In Plain Sight, Jeremy Elliott-Engel, Kelly Robinson, Donna Westfall-Rudd
Intentional Stem Infusion (Isi) Approach For 4-H Non-Stem Project Volunteers: Finding Stem In Plain Sight, Jeremy Elliott-Engel, Kelly Robinson, Donna Westfall-Rudd
Journal of Human Sciences and Extension
STEM literacy is identified as a necessary skill for participation in the future workforce. 4-H has responded to this need to develop STEM-ready youth by expanding access to project areas like Robotics. It has been acknowledged that recruiting and training STEM competent staff and volunteers is a limitation in expanding these types of programs. At the same time, 4-H youth are enrolled in many traditional non-STEM projects that are imbued with STEM concepts. 4-H volunteers with increased awareness of their role in fostering STEM education and STEM literacy can be a valuable resource in preparing 4-H youth with STEM-ready professional …
Translating Policy, Systems, And Environmental Change For Use In The Family Context, Erin L. Yelland, James S. Bates
Translating Policy, Systems, And Environmental Change For Use In The Family Context, Erin L. Yelland, James S. Bates
Journal of Human Sciences and Extension
Theorists argue that emphasizing changes to the policies, systems, and environments in which individuals live has more economical and sustainable impact on human health than interventions targeted directly to individuals (Kegler et al., 2015). We believe, however, that the ecology of the family remains an essential context for influencing individual behavior and contend it crucial that family life educators acknowledge the impact of family-level health-improvement initiatives. As such, we propose a behavior-change model for the family context that reflects the impact of interconnected family rules (policy), family relationships (systems), and the home (environment) on individual behavior, and acknowledge the underlying …
Full Issue, Volume 7, Number 1, Journal Of Human Sciences And Extension
Full Issue, Volume 7, Number 1, Journal Of Human Sciences And Extension
Journal of Human Sciences and Extension
No abstract provided.
Building Will And Capacity For Improvement In A Rural Research-Practice Partnership, Kristen Campbell Wilcox, Sarah J. Zuckerman
Building Will And Capacity For Improvement In A Rural Research-Practice Partnership, Kristen Campbell Wilcox, Sarah J. Zuckerman
The Rural Educator
This study addresses two questions: (1) In what ways and to what extent does a research-practice partnership (RPP) using improvement-science (IS) based processes and tools impact educators’ will and capacity to engage in improvement efforts? and (2) What effect does this RPP have on targeted student outcomes? The RPP highlighted in this research was comprised of university researchers, professional developers, and elementary and junior-senior high school improvement teams including school leaders, teachers, and support staff in the two component schools of a rural district. The study provides evidence that the RPP helped build a district-wide commitment to continuous improvement processes …
A Summary And Critique Of The Section 5005 Report On Rural Education: Final Report, Devon Brenner
A Summary And Critique Of The Section 5005 Report On Rural Education: Final Report, Devon Brenner
The Rural Educator
A Summary and Critique of the Section 5005 Report on Rural Education: Final Report
Space And Place In Rural Program Implementation: A Look At Two Early College Programs In Ohio, Ann Allen, J. Kessa Roberts
Space And Place In Rural Program Implementation: A Look At Two Early College Programs In Ohio, Ann Allen, J. Kessa Roberts
The Rural Educator
Employing concepts of place and space, we consider the implementation of Early College initiatives in two small school districts in Ohio, situated in very different regions of the state. One is a rural district near the foothills of Appalachia, and the other is a small town district on the shores of Lake Erie. The paper examines data collected through a state-wide evaluation project. Our analysis suggests that where a school is located matters to the kinds of resources, opportunities and constrains it has for implementing state programs. Resources like transportation, access to college partners, and even proximity to other school …
Three Midwest Rural School Districts’ First Year Transition To The Four Day School Week, Jon Turner, Kim Finch, Ximena Uribe-Zarain
Three Midwest Rural School Districts’ First Year Transition To The Four Day School Week, Jon Turner, Kim Finch, Ximena Uribe-Zarain
The Rural Educator
The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free …
Interpreting Rural Students’ Stories Of Access To A Flagship University, Anna-Margaret Goldman
Interpreting Rural Students’ Stories Of Access To A Flagship University, Anna-Margaret Goldman
The Rural Educator
Access has been an ongoing issue for rural students. In this study, I examined factors that have been proven barriers and supports for rural students. Rural college students who were part of the TRiO program at a flagship university shared barriers and supports to access higher education. Students talked about their college journeys by telling digital stories, using computer-based tools to create narratives. On-campus resources, family support, finding a place to belong in college, and self-efficacy proved to be important access and persistence factors for students.