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The Rural Educator最新文献

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Rural Multilingual Family Engagement 农村多语言家庭参与
The Rural Educator Pub Date : 2019-12-07 DOI: 10.35608/ruraled.v40i3.545
M. Coady
{"title":"Rural Multilingual Family Engagement","authors":"M. Coady","doi":"10.35608/ruraled.v40i3.545","DOIUrl":"https://doi.org/10.35608/ruraled.v40i3.545","url":null,"abstract":"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 and the current sociopolitical context of multilingual family engagement. Ultimately, rural multilingual family engagement is predicated on differentiated practices, relational trust between educators and families, and attention to geospatial variation.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80247084","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: 6
Leadership Challenges of the Rural School Principal 农村学校校长的领导挑战
The Rural Educator Pub Date : 2019-12-07 DOI: 10.35608/ruraled.v40i3.571
Barbara A. Klocko, R. Justis
{"title":"Leadership Challenges of the Rural School Principal","authors":"Barbara A. Klocko, R. Justis","doi":"10.35608/ruraled.v40i3.571","DOIUrl":"https://doi.org/10.35608/ruraled.v40i3.571","url":null,"abstract":"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.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"1 1","pages":"23-34"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90211288","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: 7
From Sharks to "The Big Ugly" 从鲨鱼到“大丑角”
The Rural Educator Pub Date : 2019-12-07 DOI: 10.35608/ruraled.v40i3.559
Kristin T. Rearden, Joy G. Bertling
{"title":"From Sharks to \"The Big Ugly\"","authors":"Kristin T. Rearden, Joy G. Bertling","doi":"10.35608/ruraled.v40i3.559","DOIUrl":"https://doi.org/10.35608/ruraled.v40i3.559","url":null,"abstract":"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 knowledge of, their rural setting. Implications for teacher professional development focused on rural education include strategies for promoting the contextualization of content and communicating the benefits of transitioning from place-neutral to place-based instruction.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78705962","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
Superintendents’ Perceptions Regarding the Supervision and Evaluation of Principals in a Rural State 农村州督学对校长监督与评价的看法
The Rural Educator Pub Date : 2019-12-07 DOI: 10.35608/ruraled.v40i3.779
David J. Hvidston, Courtney McKim
{"title":"Superintendents’ Perceptions Regarding the Supervision and Evaluation of Principals in a Rural State","authors":"David J. Hvidston, Courtney McKim","doi":"10.35608/ruraled.v40i3.779","DOIUrl":"https://doi.org/10.35608/ruraled.v40i3.779","url":null,"abstract":"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. \u0000  \u0000Keywords: superintendents, principal supervision, principal evaluation, principals","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"21 1","pages":"14-22"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82709215","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
Multiliteracies in Rural Schools: 农村学校的多元文化:
The Rural Educator Pub Date : 2019-12-07 DOI: 10.35608/RURALED.V40I3.548
Trish Morita‐Mullaney, Haiyan Li, Jennifer Renn
{"title":"Multiliteracies in Rural Schools:","authors":"Trish Morita‐Mullaney, Haiyan Li, Jennifer Renn","doi":"10.35608/RURALED.V40I3.548","DOIUrl":"https://doi.org/10.35608/RURALED.V40I3.548","url":null,"abstract":"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 highly qualified teachers, are often scarce or distant. \u0000Employing a collective-case study, our study explores the family-based literacy practices of 20 EB families from two rural Midwestern communities. Findings demonstrate that family’s home literacies are associated with complex multilingual and multimodal practices.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"170 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76904160","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
Why Rural Matters 2018-2019: The Time is Now: Interview with Authors Jerry Johnson, Daniel Showalter, and Sara Hartman 为什么农村问题2018-2019:时间是现在:采访作家杰里·约翰逊，丹尼尔·肖沃尔特和萨拉·哈特曼
The Rural Educator Pub Date : 2019-12-07 DOI: 10.35608/RURALED.V40I3.930
Erin McHenry-Sorber
{"title":"Why Rural Matters 2018-2019: The Time is Now: Interview with Authors Jerry Johnson, Daniel Showalter, and Sara Hartman","authors":"Erin McHenry-Sorber","doi":"10.35608/RURALED.V40I3.930","DOIUrl":"https://doi.org/10.35608/RURALED.V40I3.930","url":null,"abstract":"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.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"27 1","pages":"62-64"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75376805","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: 45
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 农村暴露:对美国和澳大利亚在农村社区和农村学校引入和融入职前教师的三项举措的考察
The Rural Educator Pub Date : 2019-07-24 DOI: 10.35608/RURALED.V40I2.847
R. Mitchell, A. Olsen, Patrick Hampton, James Hicks, Danette Long, Kristofer Olsen
{"title":"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","authors":"R. Mitchell, A. Olsen, Patrick Hampton, James Hicks, Danette Long, Kristofer Olsen","doi":"10.35608/RURALED.V40I2.847","DOIUrl":"https://doi.org/10.35608/RURALED.V40I2.847","url":null,"abstract":"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 this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80362474","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: 8
It Starts with Us: Including Refugees in Rural Schools and Communities 从我们开始:包括农村学校和社区的难民
The Rural Educator Pub Date : 2019-07-24 DOI: 10.35608/RURALED.V40I2.850
A. Wille, Miranda K. Maher, Sibyl R. Cornell, Angelica Coumanova Kim, Brad Reimers, R. Hess
{"title":"It Starts with Us: Including Refugees in Rural Schools and Communities","authors":"A. Wille, Miranda K. Maher, Sibyl R. Cornell, Angelica Coumanova Kim, Brad Reimers, R. Hess","doi":"10.35608/RURALED.V40I2.850","DOIUrl":"https://doi.org/10.35608/RURALED.V40I2.850","url":null,"abstract":"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.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90363856","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: 7
From the Editors: Strengthening Rural Education: Gathering Research from Around the Globe 编者按:加强农村教育:汇聚全球研究
The Rural Educator Pub Date : 2019-07-24 DOI: 10.35608/ruraled.v40i2.846
Jayne Downey, S. White
{"title":"From the Editors: Strengthening Rural Education: Gathering Research from Around the Globe","authors":"Jayne Downey, S. White","doi":"10.35608/ruraled.v40i2.846","DOIUrl":"https://doi.org/10.35608/ruraled.v40i2.846","url":null,"abstract":"he papers and authors in this Special Issue ultimately bring alive the complex and interwoven layers of education, globalization, and rurality/regionality, both for themselves as researchers and for the places and people they research. They explore, compare, and contrast how the concepts of identity, place, space, and notions of community are played out in the international literature and applied to their specific contexts in the world. They do this, all the while providing insights into how educational research and rural researchers themselves are situated within and for, their rural/regional-global place...","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86428081","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
“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices “我不在我想去的地方”:教学校长的教学领导实践
The Rural Educator Pub Date : 2019-07-24 DOI: 10.35608/RURALED.V40I2.777
D. Wallin, Paul Newton, M. Jutras, Jordan Adilman
{"title":"“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices","authors":"D. Wallin, Paul Newton, M. Jutras, Jordan Adilman","doi":"10.35608/RURALED.V40I2.777","DOIUrl":"https://doi.org/10.35608/RURALED.V40I2.777","url":null,"abstract":"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 to support learning, and a reconstitution of the role of the teaching principal such that instructional leadership expectations are realistically manageable for leaders in small rural schools.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76305177","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: 3
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