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Articles 1 - 12 of 12
Full-Text Articles in Education
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.
Empowering Rural Participation And Partnerships In Morocco’S Sustainable Development, Yossef Ben-Meir
Empowering Rural Participation And Partnerships In Morocco’S Sustainable Development, Yossef Ben-Meir
Journal of Global Initiatives: Policy, Pedagogy, Perspective
This essay explores the vast potential for participatory and sustainable human development in Morocco. Though Morocco is a country with many diverse resources, it remains burdened by severe levels of poverty and illiteracy, and now growing social discord. There have recently been increased public calls for participatory development programs designed and implemented by and for local people. The essay identifies six existing Moroccan Frameworks intended to initiate decentralized human development programs, and critically examines their efficacy. Ultimately, the purpose of the article is to suggest a new model to implement these Frameworks with maximum impact. The six Frameworks deal with …
Building A Stem Mentoring Program In An Economically Disadvantaged Rural Community, Seema Rivera, Jennifer M. Knack, Kathleen Kavanagh, Joshua Thomas, Mary Margaret Small, Michael Ramsdell
Building A Stem Mentoring Program In An Economically Disadvantaged Rural Community, Seema Rivera, Jennifer M. Knack, Kathleen Kavanagh, Joshua Thomas, Mary Margaret Small, Michael Ramsdell
Journal of Educational Research and Practice
Rural, economically disadvantaged communities face a bigger challenge than urban communities in recruiting and retaining high school (HS) students in science, technology, engineering, and mathematics (STEM) because many of these students do not have access to high-quality STEM opportunities. In this article, we describe a mentoring program we developed as part of a larger New York State education grant. This program was implemented in a rural community to connect undergraduate STEM students with HS students to increase HS students’ interest in these fields. In this program, HS students visited colleges, explored their interests in STEM, and learned about opportunities available …
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.
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.
Changing Kindergarten Readiness Perceptions In The Rural South, Jeffrey L. Leffler, Ksenia S. Zhbanova, Brooke Sibley, Arnedra Floyd, Tracy Brown
Changing Kindergarten Readiness Perceptions In The Rural South, Jeffrey L. Leffler, Ksenia S. Zhbanova, Brooke Sibley, Arnedra Floyd, Tracy Brown
Journal of Research Initiatives
This qualitative study examined the perceptions and understandings of various stakeholders in the early childhood sector of the Southeastern United States about kindergarten readiness in response to the implementation of more rigorous academic standards in kindergarten. The study combined interviews, observations, and documents to assess experiences, expectations, and challenges in meeting the strong accountability standards imposed by accountability measures and the implementation of new standards. The qualitative analysis showed that as more rigorous standards are implemented in kindergarten, all stakeholder groups are experiencing high levels of pressure related to the testing and accountability requirements related to the standards. The study …
Community Context: Influence And Implications For School Leadership Preparation, Tamara Lipke, Holly Manaseri
Community Context: Influence And Implications For School Leadership Preparation, Tamara Lipke, Holly Manaseri
School Leadership Review
Effective K-12 leaders remain a central concern for schools and communities of all types. The purpose of this research is to examine critically the literature on issues facing leaders in rural and urban settings and present a synthesis of cross-cutting themes. The authors reviewed the theoretical and empirical literature on K-12 leadership issues in rural settings and in urban settings published between 2013-2018 in ten journals. An examination of the similarities and differences facing leaders in these settings in the United States and a discussion of the implications for leadership preparation programs is provided. Future research directions to guide the …
Southern Science Fiction In The Literature Of The Usa, R. Sh Akhmedov
Southern Science Fiction In The Literature Of The Usa, R. Sh Akhmedov
Bulletin of Gulistan State University
The research is dedicated to specific features of Southern science fiction in the USA, aiming to reveal its literary and historical origin and analyze how motif of the South is used by American science fiction writers.
Student Population Change In Rural Illinois Schools And Its Implications For School Leaders, John T. Yun, Ian C. Kinkley
Student Population Change In Rural Illinois Schools And Its Implications For School Leaders, John T. Yun, Ian C. Kinkley
The Rural Educator
This paper examines rural public school student population change in Illinois and explores the implications of these changes on educational leadership. Secondary analysis of 16 years of data from NCES Common Core of Data Universe Surveys illuminates population change in terms of student enrollment and demographic characteristics. Findings suggest that these changes have occurred over the 16 year period and present potentially considerable challenges for school leaders especially given the broader state climate.
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
Rural Superintendents’ Experiences With Empowerment And Alignment To Vision In The Application Of Principle-Centered Leadership, Shelby Lynn Davidson, Jennifer Butcher
Rural Superintendents’ Experiences With Empowerment And Alignment To Vision In The Application Of Principle-Centered Leadership, Shelby Lynn Davidson, Jennifer Butcher
The Rural Educator
This qualitative phenomenological narrative inquiry research study used narrative inquiry to investigate rural superintendents’ experiences with the application of principle-centered leadership in their districts. Ten superintendents from rural districts in east Texas were interviewed. Narratives were analyzed by organizing, describing, classifying, and interpreting data collected from the interviews. The study results support the notion that the application of principle-centered leadership helps superintendents to become effective leaders in their districts. Other findings from this study include the notion that effective superintendents practice the tenets of principle-centered leadership with different actions and methods based on their beliefs and personalities. Findings also emphasized …
Co-Design For Curriculum Planning: A Model For Professional Development For High School Teachers, Nick Kelly, Natalie Wright, Les Dawes, Jeremy Kerr, Amanda Robertson
Co-Design For Curriculum Planning: A Model For Professional Development For High School Teachers, Nick Kelly, Natalie Wright, Les Dawes, Jeremy Kerr, Amanda Robertson
Australian Journal of Teacher Education
This paper describes a model for teacher professional development as co-design for curriculum planning in which facilitators with design and pedagogical expertise iteratively work with groups of secondary school teachers, one school at a time, to plan whole terms of work, as a form of teacher professional development. It contains preliminary results from a design-based research study involving co-design with digital technologies teachers in two Australian secondary schools. It describes two phases of design involving workshops, strategies and instruments that work to facilitate effective co-design with teachers. Results from this pilot study suggest that the co-design for curriculum planning model …