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Full-Text Articles in Education
Promising Practice: Book Studies As Professional Development For Rural Teachers, Erika L. Bass, Anthony Olson
Promising Practice: Book Studies As Professional Development For Rural Teachers, Erika L. Bass, Anthony Olson
The Rural Educator
This promising practice article describes conducting book studies as professional development in rural communities. In this article, we share our understanding of the importance of this type of professional development in rural schools, as well as considerations for those who wish to start something similar in their districts.
Dynamic Policy Solutions For Rural El Educators, Elizabeth Thorne Wallington, Adrienne Johnson
Dynamic Policy Solutions For Rural El Educators, Elizabeth Thorne Wallington, Adrienne Johnson
The Rural Educator
No abstract provided.
How Professional Development In Co-Teaching Impacts Self-Efficacy Among Rural High School Teachers, Tori Colson, Yajuan Xiang, Moriah Smothers
How Professional Development In Co-Teaching Impacts Self-Efficacy Among Rural High School Teachers, Tori Colson, Yajuan Xiang, Moriah Smothers
The Rural Educator
The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. …
Perceptions Of Teachers And Parents On The Educational Experiences Of Students With Autism In A Remote Rural Community, Amy Price Azano, Mary Elizabeth Tackett
Perceptions Of Teachers And Parents On The Educational Experiences Of Students With Autism In A Remote Rural Community, Amy Price Azano, Mary Elizabeth Tackett
The Rural Educator
While there is a steady increase in the prevalence of autism spectrum disorder (ASD), relatively little is known about the unique experiences of students with ASD in rural communities. This study investigates how the rural context influences the educational experiences of students with ASD. The researchers used an online questionnaire and in-person interviews of special education teachers, general education teachers, and parents to collect their perceptions of the unique experiences for students with ASD living in a remote rural community of Appalachia. Data generation and analysis led to the discussion of three salient themes: limited parental knowledge, lack of resources …
Wyoming’S Instructional Facilitator Program: Teachers’ Beliefs About The Impact Of Coaching On Practice, Leslie S. Rush, Suzanne Young
Wyoming’S Instructional Facilitator Program: Teachers’ Beliefs About The Impact Of Coaching On Practice, Leslie S. Rush, Suzanne Young
The Rural Educator
In 2006, the Wyoming state government allocated monies for the Department of Education to fund the work of Instructional Facilitators, or coaches, in schools across the state (Wyoming Department of Education, 2008). In Spring 2009, after the program had been in place for two years, an ex-post facto study was designed to examine the impact of the program on teacher practice. An online survey was used to collect data from classroom teachers throughout Wyoming’s public schools. Teachers answered questions about the extent of their work with Instructional Facilitators, the activities that they worked on with Instructional Facilitators, and the impact …
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 Research Brief: Vertical Teaming: K-12 Teachers Engaged In Scientific Research In Rural Settings, Penny J. Gilmer
Rural Research Brief: Vertical Teaming: K-12 Teachers Engaged In Scientific Research In Rural Settings, Penny J. Gilmer
The Rural Educator
Improving the knowledge and skills of practicing K-12 science teachers is our challenge. By doing so, teachers bring a renewed understanding and excitement for science to classrooms and can pass along their enhanced skills and growing expertise to their K-12 students. yet, many K-12 teachers, particularly those in rural areas, find themselves isolated from other scientists and science educators and often have scares resources for experiments and other classroom activities. . . . .This study explores the outcomes of a form of experiential professional development in science education for rural educators that involved teachers working in multi-grade level teams on …
Creating Highly Qualified Teachers, Dawn L. Mollenkopf
Creating Highly Qualified Teachers, Dawn L. Mollenkopf
The Rural Educator
The “highly qualified teacher” requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university’s certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have …
The Professional Development Needs Of Rural High School Principals: A Seven-State Study, Pamela S. Salazar
The Professional Development Needs Of Rural High School Principals: A Seven-State Study, Pamela S. Salazar
The Rural Educator
The increased emphasis on standards-based school accountability since the passage of the No Child Left Behind Act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving student outcomes. While rural school districts are dealing with many of the same issues facing urban districts, there are unique challenges that rural school principals face. However, effective professional development that addresses the unique needs of rural school leaders can build essential leadership capacity that supports school success. This article discusses the results of a study on the professional development needs …
Retaining Experienced, Qualified Teachers: The Principal’S Role, Jean M. Haar
Retaining Experienced, Qualified Teachers: The Principal’S Role, Jean M. Haar
The Rural Educator
One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blasé & Blasé, 2001). The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development. A story line of one rural science teacher’s journey with professional development opportunities and experiences is shared. Her principal’s role is also described. Also included is a comparison between the teacher’s experiences and research about professional development. The paper concludes with recommendations for those involved in rural schools, especially in administrative positions will be shared. …
A Technology Supported Induction Network For Rural Student Teachers, Sara Winstead Fry
A Technology Supported Induction Network For Rural Student Teachers, Sara Winstead Fry
The Rural Educator
Student teaching is a challenging period for preservice teachers as they make the transition from preparation to practice. Support from mentor teachers and university personnel can make this time easier, helping preservice teachers successfully integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many student teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was developed to address these issues by providing support and ongoing professional learning opportunities for preservice teachers through distance technology. A qualitative case study was used to investigate the TSIN’s impact on elementary level student teachers. Results indicate …
Meeting The Learning Needs Of Students: A Rural High-Need School District’S Systemic Leadership Development Initiative, Tricia Browne-Ferrigno, Brenda Maynard
Meeting The Learning Needs Of Students: A Rural High-Need School District’S Systemic Leadership Development Initiative, Tricia Browne-Ferrigno, Brenda Maynard
The Rural Educator
The Principals Excellence Program (PEP), a cohort-based professional development project for administrator certified practitioners, is one of 24 projects a cross the United States supported by federal funds from the No Child Left Behind legislation. The three-year program is conducted through a partnership between Pike County School District, a high-need rural system in Central Appalachia, and the University of Kentucky, located 150 miles away. A major goal for PEP is improved school leadership focused on enhanced student learning. Findings in this paper include inprogress evaluations of program impact toward (a) preparing school leaders to promote learning success for all, (b) …
Rural Teachers In Project Launch, Mary M. Harris, Linda Holdman, Robin Clark, T. Robert Harris
Rural Teachers In Project Launch, Mary M. Harris, Linda Holdman, Robin Clark, T. Robert Harris
The Rural Educator
The success of Project Launch, a teacher induction program sponsored by a regional teacher center and a consortium of universities, is compared for rural and non-rural participants. Indicators of success include teacher accomplishment of action plan goals, teacher self and mentor assessment of teaching strengths related to action plan goals, profiles of teaching strengths, and retention in teaching. Measures of teaching strength are related to INTASC standards. Rural participants differed significantly from non-rural participants in their lower self-perceived accomplishment of action plan goals. Rural participants were significantly more likely to move from their 1st positions after 1 year, but their …
Improved Professional Development Through Teacher Leadership, Wesley D. Hickey, Sandra Harris
Improved Professional Development Through Teacher Leadership, Wesley D. Hickey, Sandra Harris
The Rural Educator
Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the …
Lesson Study: A Professional Development Model For Mathematics Reform, Ann R. Taylor, Shari Anderson, Karen Meyer, Mary Kay Wagner, Christine West
Lesson Study: A Professional Development Model For Mathematics Reform, Ann R. Taylor, Shari Anderson, Karen Meyer, Mary Kay Wagner, Christine West
The Rural Educator
In this action research report 4 teachers and 1 teacher educator use the Japanese lesson study model of professional development for 15 months in rural Carlinville, Illinois. In March 2001, 4 teachers identified a goal to improve their students’ understanding of two step word problems in 2nd grade elementary mathematics. Teachers completed three cycles of researching, planning, teaching, evaluating and reflecting. They were motivated, empowered, and found lesson study effective professional development in their rural setting. It focused on the classroom lesson; provided an effective lesson plan and hours of focused professional development; supported attempts to put into practice best …
Rural Research Brief: High-Quality Teaching: Providing For Rural Teachers’ Professional Development, Aimee Howley, Craig B. Howley
Rural Research Brief: High-Quality Teaching: Providing For Rural Teachers’ Professional Development, Aimee Howley, Craig B. Howley
The Rural Educator
This article was adapted from a Policy Brief with the same title, published by the Appalachia Educational Laboratory.