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The Rural Educator最新文献

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Technology storylines: A narrative analysis of the rural education research 技术故事线:农村教育研究的叙事分析
The Rural Educator Pub Date : 2021-08-26 DOI: 10.35608/ruraled.v42i2.1240
Eizabeth S. Wargo, J. Simmons
{"title":"Technology storylines: A narrative analysis of the rural education research","authors":"Eizabeth S. Wargo, J. Simmons","doi":"10.35608/ruraled.v42i2.1240","DOIUrl":"https://doi.org/10.35608/ruraled.v42i2.1240","url":null,"abstract":"This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how’s and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89973526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Conceptions of choice, equity, & rurality in educational research: A review of the literature on rural education and school choice policies 教育研究中的选择、公平与乡村观念:农村教育与择校政策文献综述
The Rural Educator Pub Date : 2021-08-26 DOI: 10.35608/RURALED.V42I2.1242
James C. Bridgeforth, K. Kennedy, Jacob D. Alonso, Taylor Enoch-Stevens
{"title":"Conceptions of choice, equity, & rurality in educational research: A review of the literature on rural education and school choice policies","authors":"James C. Bridgeforth, K. Kennedy, Jacob D. Alonso, Taylor Enoch-Stevens","doi":"10.35608/RURALED.V42I2.1242","DOIUrl":"https://doi.org/10.35608/RURALED.V42I2.1242","url":null,"abstract":"Issues of school choice regularly appear in popular discourse related to resources, equity, and freedom in education. Although school choice policies and initiatives promote a vision of additional schooling options for all students, the predominant target of choice advocates and researchers has been densely populated, urban cores in the United States (McShane & Smarick, 2018). However, this belies the fact that rural communities have also engaged in forms of school choice decision-making. While some research has explored rural school choice, we believe there are myriad, novel opportunities for meaningful education research regarding school choice, equity, and conceptions of rurality. Over nine million children in the United States, or nearly 20% of the public-school student population, attend a school designated as rural (Kena et al., 2015;Showalter et al., 2019). Additionally, rural schools and districts have remarkable levels of variability in terms of racial, ethnic, cultural, and geographic compositions. These contexts provide significant motivation for further explorations of rurality and school choice. This review is not intended to advocate for an expansion of school choice policies. Rather, we aim for it to serve as a call for additional research that seeks to better understand how school choice policies are currently operating in rural areas and their implications for educational equity. To advance toward a robust research agenda for rural education and school choice, we review the existing literature on school choice and rural education, provide key recommendations, and assert the need for additional consideration of the following: critical socio-political histories and theories;methodological diversity;issues of race, racism, sexual orientation, and equity;social-emotional learning and development;impacts of the COVID-19 global pandemic;and broadened understandings of rurality. © 2021.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"73 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80385761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
What We Know and Where To Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field 我们知道什么，向哪里去:农村学生大学和职业准备文献的系统回顾和未来的方向
The Rural Educator Pub Date : 2021-08-26 DOI: 10.35608/RURALED.V42I2.1244
Kessa Roberts, Phillip D. Grant
{"title":"What We Know and Where To Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field","authors":"Kessa Roberts, Phillip D. Grant","doi":"10.35608/RURALED.V42I2.1244","DOIUrl":"https://doi.org/10.35608/RURALED.V42I2.1244","url":null,"abstract":"College and career readiness has become a national education policy priority. With more than 9.3 million rural students in the United States, the college and career readiness of rural students is a warranted priority for rural education researchers. Using a combination of Conley’s (2012) college and career readiness model, Perna’s (2006) nested model of college choice, and Social Cognitive Career Theory (Lent et al., 2014), we systematically reviewed and analyzed the extant literature on rural students’ college and career readiness. In addition to providing a comprehensive discussion of the prominent themes in the literature, we provide recommendations for future research on rural students’ college and career readiness as well as changes to college and career readiness standards and practices that would better align with the strengths and needs of rural students, schools, and communities.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"39 1","pages":"72-94"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78764303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Relatively Good News Amid Covid-19 Covid-19期间的相对好消息
The Rural Educator Pub Date : 2021-08-24 DOI: 10.35608/ruraled.v42i2.1220
J. Longhurst, Michael Thier
{"title":"Relatively Good News Amid Covid-19","authors":"J. Longhurst, Michael Thier","doi":"10.35608/ruraled.v42i2.1220","DOIUrl":"https://doi.org/10.35608/ruraled.v42i2.1220","url":null,"abstract":"This study examined publicly available data from The Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the Covid-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the Covid-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74766059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
From the Editor: An Inspired Approach to Promising Practices 来自编辑:对有前途的实践的启发方法
The Rural Educator Pub Date : 2021-05-04 DOI: 10.35608/RURALED.V42I1.1217
A. Azano
{"title":"From the Editor: An Inspired Approach to Promising Practices","authors":"A. Azano","doi":"10.35608/RURALED.V42I1.1217","DOIUrl":"https://doi.org/10.35608/RURALED.V42I1.1217","url":null,"abstract":"","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89052494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“We Acted Because it's What Needs to be Done: An Interview with West Virginia Teachers “我们采取行动是因为这是需要做的:对西弗吉尼亚州教师的采访。
The Rural Educator Pub Date : 2021-05-04 DOI: 10.35608/RURALED.V42I1.1219
Erin McHenry-Sorber, S. Nelson, Jay O'Neal
{"title":"“We Acted Because it's What Needs to be Done: An Interview with West Virginia Teachers","authors":"Erin McHenry-Sorber, S. Nelson, Jay O'Neal","doi":"10.35608/RURALED.V42I1.1219","DOIUrl":"https://doi.org/10.35608/RURALED.V42I1.1219","url":null,"abstract":"In 2018, West Virginia teachers staged a statewide strike which lasted almost two weeks and included schools across all 55 countywide districts. The main reported strike issues for West Virginia teachers included cuts to their healthcare coverage by the state and relatively low salaries. Prior to the strike, West Virginia teachers ranked 48th in the nation in terms of pay. The West Virginia strike sparked a year-long wave of teacher labor protests across the country, in both predominately rural states and large urban centers. In 2019, West Virginia teachers went on strike again, bringing the movement full circle. In November, 2020, I interviewed Jay O’Neal and Sam Nelson, two teachers involved in the 2018 statewide teachers strike in West Virginia for the National Rural Education Association’s Annual Conference and Research Symposium. Jay O’Neal originated the Facebook page in 2017 that served as the hub for organizing activity prior to and during the 2018 strike. O’Neal is a middle school English and social studies teacher; Nelson is a high school English teacher.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"17 1","pages":"68-72"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86193270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“My Language Learners Seemed Like Ghosts”: A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy “我的语言学习者就像幽灵”:一位乡村教师实施双语封印的转型之旅
The Rural Educator Pub Date : 2021-05-04 DOI: 10.35608/RURALED.V42I1.1180
Nidza V. Marichal, Arelis Rosario Roldán, M. Coady
{"title":"“My Language Learners Seemed Like Ghosts”: A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy","authors":"Nidza V. Marichal, Arelis Rosario Roldán, M. Coady","doi":"10.35608/RURALED.V42I1.1180","DOIUrl":"https://doi.org/10.35608/RURALED.V42I1.1180","url":null,"abstract":"This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English Learners (ELs) in a rural Florida school district. The teacher’s goal was to promote bilingual pride among her ELs and to validate and build their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrates two important transformations: first was the teacher’s personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed and fiercely advocated for on behalf of the ELs. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected their views of bilingualism and their lives in the rural school community.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"51 1","pages":"52-56"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86265216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers 合作教学中的专业发展如何影响农村高中教师的自我效能感
The Rural Educator Pub Date : 2021-04-29 DOI: 10.35608/RURALED.V42I1.897
Tori L Colson, Yajuan Xiang, Moriah J Smothers
{"title":"How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers","authors":"Tori L Colson, Yajuan Xiang, Moriah J Smothers","doi":"10.35608/RURALED.V42I1.897","DOIUrl":"https://doi.org/10.35608/RURALED.V42I1.897","url":null,"abstract":"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. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80556355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
#Black Boy Joy: The College Aspirations of Rural Black Male Students 黑人男孩的喜悦:农村黑人男学生的大学愿望
The Rural Educator Pub Date : 2021-04-29 DOI: 10.35608/RURALED.V42I1.969
Loni Crumb, C. Chambers, J. Chittum
{"title":"#Black Boy Joy: The College Aspirations of Rural Black Male Students","authors":"Loni Crumb, C. Chambers, J. Chittum","doi":"10.35608/RURALED.V42I1.969","DOIUrl":"https://doi.org/10.35608/RURALED.V42I1.969","url":null,"abstract":"Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their relationships with teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and call for a paradigmatic shift using family-school-community partnerships based on the findings","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89314793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Spending Floors in Gifted Education Services 资优教育服务的支出下限
The Rural Educator Pub Date : 2021-04-29 DOI: 10.35608/RURALED.V42I1.1106
Jaret Hodges, Jessica K. Ottwein
{"title":"Spending Floors in Gifted Education Services","authors":"Jaret Hodges, Jessica K. Ottwein","doi":"10.35608/RURALED.V42I1.1106","DOIUrl":"https://doi.org/10.35608/RURALED.V42I1.1106","url":null,"abstract":"For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state is the mandatory minimum spending. This research examines how these mandatory minimum spending floors influence spending in public school districts within the state and how that influence varies across locales. Our findings provide evidence that rural public school districts in Texas were more likely to operate near to the mandatory state minimum spending for gifted education than non-rural public school districts. In particular, rural public school districts allocated 50% of the funds towards gifted education programming as suburban public school districts when the minimum spending floors was accounted for. The results should provide caution to policy makers on the possible ramifications of removing spending floors on gifted education programming in rural public school districts.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"22 1","pages":"32-45"},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87042184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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