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Articles 1 - 6 of 6
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Who Ya Gonna Call? Networks Of Rural School Administrators, Julie M. Hite, Bart Reynolds, Steven J. Hite
Who Ya Gonna Call? Networks Of Rural School Administrators, Julie M. Hite, Bart Reynolds, Steven J. Hite
The Rural Educator
When they need help or advice, who are rural school administrators going to call? Relationships among rural school administrators develop into networks that can affect the success of administrators and their schools. Understanding the structure and content of these networks provides insights into how resources, innovations, and communication flow both within and between rural district administrators. Based on network theory and analysis, this study examines the structure, content, and strategic implications of the administrative networks within and across six contiguous rural school districts in the Western United States. Network graphs are included, illustrating both individual district and the combined six-district …
Teammates: Providing Emotional And Academic Support In Rural Schools, Jody C. Isernhagen
Teammates: Providing Emotional And Academic Support In Rural Schools, Jody C. Isernhagen
The Rural Educator
Numerous studies have found that mentoring has a positive effect on students who participate in it. Mentorship for students in rural communities is both necessary and challenging given the uphill battle these schools and communities face to improve their students’ academic achievement and emotional well-being. Through examining teacher, parent, and student perceptions of the TeamMates Mentoring Program in a rural Nebraska district, this study concluded that TeamMates is providing necessary social and emotional support to its mentees in rural schools, as well as encouraging them to improve their grades. However, TeamMates must continue to heighten its support of low-achieving students …
Rural And Small Community Educator Responses To State Academic Standards, Carolyn Babione
Rural And Small Community Educator Responses To State Academic Standards, Carolyn Babione
The Rural Educator
Rural and smalltown schoolsare in the midst of revising curriculum to meet state national mandates. This article presents information gained from a two-year grant funded training program for rural teachers focusing on Indian state-mandated curriculum chane. The context in wich teachers teach and their prevailing attitudes and beliefs about students and learning shape how they respond to the state standards in their classrooms. Teachers respond to state standards through a "customized approach" based on personal philosophical orientations to teaching and learning.
Rural Superintendents' Perceptions Of Principal Preparation, Martha Cray, Elaine M. Millen
Rural Superintendents' Perceptions Of Principal Preparation, Martha Cray, Elaine M. Millen
The Rural Educator
As national and state expectations for school leadership comptencies increase, new principals face an ever expanding role. Yet, scant attention is paid to the unique contextual needs of the varied school settings in which principals find themselves. This study surveyed rural superintendents of small districts (1-300 students) and mid-sized rural districts (301-600 students) to discover their perceptions of the developmental needs their principals display. Seven areas of need were identified by the respondents, of which three pertained uniquely to the rural principalship. The three areas were: understanding the K-12 school structure, preparing for the isolation of rural life, and knowing …
Meeting The Needs Of Struggling Readers In High School: What Are Rural Schools Doing?, William D. Bursuck, Susan Robbins, Kurt Lazaroff
Meeting The Needs Of Struggling Readers In High School: What Are Rural Schools Doing?, William D. Bursuck, Susan Robbins, Kurt Lazaroff
The Rural Educator
Implementing effective reading programs to meet the demans of the No Child Left Behind Act (NCLB) represents an immense challenge for all high schools, but the challenges for rural high schools may be particularly acute. Rural schools have large concentrations of children living in poverty, greater per-pupil costs and low fiscal capacity, all of which can make meeting the demands of NCLB difficult. The purpose of this article is to report the results of research that examined the question of what rural high schools are doing to meet the needs of their struggling readers. The results of focus groups from …
Educating The Culturally And Linguistically Diverse Non-Urban Population: Three Cost-Effective Strategies, Derry L. Stufft, Rebecca Brogadir
Educating The Culturally And Linguistically Diverse Non-Urban Population: Three Cost-Effective Strategies, Derry L. Stufft, Rebecca Brogadir
The Rural Educator
The number of immigrants who do not speak English proficiently has grown rapidly in American schools. While the immigrant population is growing, the proportion of first and second-generation immigrants (the children of immigrants) is simultaneously multiplying. As the U.S. population grows more varied, public schools are faced with the challenge of meeting the needs of an increasing population of culturally and linguistically diverse students. The researchers propose three cost-effective and closely linked strategies for principals to facilitate the education of the increasingly diverse population in non-urban schools.