Journal of research in rural education最新文献

{"title":"Community Learning","authors":"","doi":"10.1007/978-3-319-95870-5_300028","DOIUrl":"https://doi.org/10.1007/978-3-319-95870-5_300028","url":null,"abstract":"","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51031975","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}

{"title":"Circumstances Preceding Dropout Among Rural High School Students: A Comparison with Urban Peers.","authors":"Véronique Dupéré,&nbsp;Mélissa Goulet,&nbsp;Isabelle Archambault,&nbsp;Eric Dion,&nbsp;Tama Leventhal,&nbsp;Robert Crosnoe","doi":"10.26209/jrre3503","DOIUrl":"https://doi.org/10.26209/jrre3503","url":null,"abstract":"<p><p>This study examined whether recent disruptive events would increase the likelihood of high school dropout among both rural and urban youths, and whether the types of disruptive events preceding dropout would be different in rural vs. urban environments. Based on interviews conducted with early school leavers and matched at-risk schoolmates (N = 366) in 12 disadvantaged Canadian high schools, recent disruptive events appeared to generally trigger dropout. However, the prevalence of some types of events associated with dropout varies according to the environment. In agreement with social disorganization and formal/informal social control models, crises involving child welfare services or the juvenile justice system (e.g., an arrest after a fight) represented a lower share of triggering events among rural than urban leavers (8% vs. 26%, respectively), whereas those involving peer conflicts and rejection (e.g., exclusion from one's peer group) were overrepresented among rural compared to urban leavers (26% vs. 10%, respectively). These differences are thought to represent upsides and downsides associated with the relative density, stability, and overlapping nature of rural adolescents' social networks. Practical implications are discussed, notably regarding the relevance and contextual adaptation of prevention programs as a function of place.</p>","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"35 3","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10372782/pdf/nihms-1907933.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9900462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Small-Town America: Finding Community, Shaping the Future","authors":"P. Hardré","doi":"10.5860/choice.51-2385","DOIUrl":"https://doi.org/10.5860/choice.51-2385","url":null,"abstract":"Wuthnow, R. (2013). Small-town America: Finding Community, Shaping the Future. Princeton, NJ: Princeton University Press.Citation: Hardre, P. L. (2017). Book review of \"Small-town America: Finding community, shaping the future.\" Journal of Research in Rural Education, 32(3), 1-4.Robert Wuthnow's Small-Town America: Finding Community, Shaping the Future is an easy read that belies the importance and complexity of its content. From the start of this book, Wuthnow lays out contrasts in perspective of current and historic issues that shape small towns in the United States. He offers an inside perspective on small and rural communities, with a craft for framing questions clearly, and even provocatively.Wuthnow uses the term \"small town\" more prominently than \"rural,\" focusing on community size rather than geographic proximity to urban centers. However, rural researchers recognize that small size is a key component of the nature and definition of rural communities, along with locale. The author directly contrasts the characteristics of small towns with those of urban centers and uses the term \"rural\" alongside \"small towns.\" The reader quickly realizes that Small-Town America is describing the places and issues that represent what rural education researchers recognize as \"rural.\"Style, Balance, and PerspectiveSmall-Town America begins with an overview that provides a broad sense of the range of places labeled as \"small towns.\" Wuthnow then examines conditions that exist in small and rural towns and impact rural education- but are rarely discussed when the focus is on schools. This book broadens the reader's view to a host of sociological and cultural issues that exist in some form, albeit to greater and lesser degrees, in most rural places.Wuthnow makes note of the change and adaptation that has occurred in small communities in response to political, social, and economic shifts. He describes changes in traditional jobs and community roles, such as the rural county extension agent moving from predominantly being an agricultural and farming advisor to serving as a consultant for non-farming residents about lawns and gardens and educating the community at large about pesticides. Though Wuthnow focuses on his own particular case examples, it is in such a compelling way that we cannot help but reflect on how those characteristics play out in the rural places we know.Research and SourcesThe core of information in Small-Town America is based on Wuthnow's own qualitative research data, which he has collected from interviews with 700 people in 300 towns in 43 states, including leaders and ordinary residents. He has compared these data to similar and related research in cities and suburbs. He primarily presents those data as case examples to illustrate the themes and trends on which he focuses in the book chapters. Wuthnow does not limit himself to presenting his own research, however. Rather, he undergirds his data and patterns of findings with a rich layer of ","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"32 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551332","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}

{"title":"Feminisms and Ruralities","authors":"H. Cuervo","doi":"10.5860/choice.190751","DOIUrl":"https://doi.org/10.5860/choice.190751","url":null,"abstract":"Pini, B., Brandth, B., & Little, J. (Eds.) (2015). Feminisms and ruralities. Lanham, MD: Lexington Books.In their new edited book, Feminisms and Ruralities, Barbara Pini, Berit Brandth, and Jo Little bring together a collection of essays that discuss the intersection of feminism and rural studies. The plural in the title of their edited volume reveals their concerns and aims: to bring into conversation the multiplicity of feminisms and ruralities that intersect with and impact rural everyday lives. That is, a driving force in their book is to highlight the different ontological manifestations of feminism and rurality; how and why they intersect; what can they tell us about the profound social, economic, and cultural structural changes in rural life; and how they challenge traditional assumptions of rural identities. The result is an important book that illustrates the complexity and contested nature of both concepts, and that highlights the theoretical and empirical work that has been done and needs to follow in order to fill the research gap around the concept of difference in rural spaces.The book is divided in two sections: \"The Feminist Movement and Rural Women\" and \"Feminist Perspectives of Rurality.\" The introduction and conclusion, which sit outside these two sections, are not to be missed. In the former, the three editors set the agenda of the volume in an astute, complex, and elegant way, but most importantly, they outline the varied epistemological and methodological contributions that feminism has made to the field of rural studies. For example, they argue that feminism introduced gender as an important analytical category to challenge the masculinized political economy view of rural studies and practices. Nonetheless, and surprisingly to me, Pini, Brandth, and Little are also pessimistic about the continuous \"specialized and discrete\" place that feminist critique occupies in rural studies (p. 3). For instance, from the first sentence of the book, the authors claim that their starting point is to question and problematize why different forms of feminism have not been taken up by rural research. The editors speculate that the reasons might be anchored in the urban profile of many feminists in academia and/or stereotypes of rural women as conservative subjects who are detached from the gender egalitarian cause and thus not a prime focus for research. I agree with them that feminist studies have concentrated on urban rather than rural spaces. However, I believe that recent handbooks on rural studies (e.g. Cloke, Mardsen & Mooney, 2006; Shucksmith & Brown, 2016) and the important work of some of the editors and contributors to this book (e.g., Sally Shortall, Lia Bryant) over the years challenge this pessimistic view by the authors.The first part of the book, \"The Feminist Movement and Rural Women,\" addresses and recognizes the long political history of rural women in the feminist cause (e.g., in suffrage movements, law reform, and agricul","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"31 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71028323","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}

{"title":"American Indian/First Nations Schooling: From the Colonial Period to the Present","authors":"E. Charley","doi":"10.5860/choice.49-2875","DOIUrl":"https://doi.org/10.5860/choice.49-2875","url":null,"abstract":"American Indian/First Nations Schooling: From the Colonial Period to the Present Citation: Charley, E. (2013). Review of the book American Indian/First Nations schooling: From the colonial period to the present, by C.L. Glenn. Journal of Research in Rural Education, 28(1), 1-5.American Indian/First Nations Schooling: From the Colonial Period to the Present is Charles L. Glenn's analysis of the schooling of the North American Indian through an educational policy and administration perspective. While the title implies a chronological outline of Indian education, each chapter title presents a particular subject within Indian education, while the chapter explores the historical background with regard to the subject.Within the preface of the book, Glenn identifies himself as an educational policy and administration specialist, a participant in the 1960s social justice movement, and a former government official, all of which inform his historical perspective on American Indian education. While I appreciated this professional introduction to Glenn, I found the author's perspective to be highly controversial, and will likely astound American Indian scholars sensitive to the historical and ongoing miseducation of American Indians. In particular, I raise issue with a number of problematic assertions in the book regarding Indian identity, the social, cultural and educational outcomes of residential, missionary, and boarding schools, and finally Glenn's \"ideal world\" regarding Indian education. I address each of these points in the review that follows.My contention with the book has nothing to do with the research that Glenn conducted. The book effectively presents the various, often-opposing perspectives of the purpose of Indian education, from government agents, tribal leaders, and general educators (including missionary, residential, and boarding school educators), giving appropriate space to each view. I also appreciated the identification of several different problems within Indian education, including inner group divisiveness, differing opinions on the appropriateness of tribal culture and language in the curriculum, and funding issues. However, Glenn's analysis and conclusions offer superficial solutions, in the process criticizing American Indians, while rationalizing the motives of educators. Largely this is due to a misunderstanding of identity, an issue with which I believe rural educators and researchers will empathize.IdentityIn order to understand my critique of Glenn's analysis, an understanding of Native identity is important. Faircloth and Tippeconnic III (2011) explain that Native identity is tied to the place one comes from. This place is not so much geographical in nature, but rather is epistemological, in which language, culture, and place of origin, within the context of historical experiences, shape one's identity (Faircloth & Tippeconnic III, 2011). Within the book, Glenn never explores this definition of identity, but instead challen","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"28 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71136113","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}

{"title":"School Leadership for Authentic Family and Community Partnerships: Research Perspectives for Transforming Practice.","authors":"Susan Auerbach","doi":"10.4324/9780203814437","DOIUrl":"https://doi.org/10.4324/9780203814437","url":null,"abstract":"List of Tables Foreword by George Theoharis Acknowledgements PART I. LEADERSHIP FOR PARTNERSHIPS: DELINEATING THE FIELD Chapter 1. Introduction: Why Leadership for Partnerships? Susan Auerbach Chapter 2. Edging In: Locating a Focus on School-Family-Community Partnerships within the Scholarship of Educational Leadership Carolyn Riehl Chapter 3. Conceptualizing Leadership for Authentic Partnerships: A Continuum to Inspire Practice Susan Auerbach PART II. LEADING PARTNERSHIPS ACROSS DIFFERENCE: NAVIGATING RACE, CLASS, CULTURE, AND POWER Chapter 4. Enlisting Collective Help: Urban Principals' Encouragement of Parent Participation in School Decision-Making John Rogers, Rhoda Freelon, Veronica Terriquez Chapter 5. Advocacy-based Partnerships, Special Education, and African American Families: Resisting the Politics of Containment April Ruffin-Adams and Camille M. Wilson Chapter 6. Authentic Engagement with Bicultural Parents and Communities: The Role of School Leaders Edward M. Olivos PART III. LEADING PARTNERSHIPS THROUGH POLICY AND PROGRAM DEVELOPMENT Chapter 7. Policy Aspirations and Dilemmas of Implementation: Leadership for Partnerships in Ontario, Canada Joseph Flessa and Helene Gregoire Chapter 8. Creating Organizational Cultures of Family and Community Engagement: The Impact of District Policies and Practices on School Leaders Molly F. Gordon Chapter 9. Parents as Action Learners and Leaders: Lessons for Administrators in Working with Families and Intermediary Organizations Janet H. Chrispeels Chapter 10. Supporting Teacher Leadership for Partnerships: A Case Study of the School-Community Partnership Process Catherine M. Hands PART IV. NEW CONTEXTS AND CHALLENGES IN LEADERSHIP FOR PARTNERSHIPS Chapter 11. Target, Strategic Partner, Critical Friend? Relationships between School Leaders and Community Organizing Groups Sara McAlister, Heinrich Mintrop, Seenae Chong, and Michelle Renee Chapter 12. Dynamics of Parent Involvement in Urban Charter Schools: Parents' Perceptions, Principals' Expectations, and Student Achievement Marc L. Stein, Ellen Goldring, and Claire Smrekar Chapter 13. Conversations with Community-Oriented Educational Leaders Susan Auerbach Chapter 14. Conclusion Susan Auerbach Notes on the Contributors Index","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"215 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2011-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70596422","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}

{"title":"Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World","authors":"Arlie Woodrum","doi":"10.5860/choice.48-2821","DOIUrl":"https://doi.org/10.5860/choice.48-2821","url":null,"abstract":"Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World Citation: Woodrum, A. (2011). Book review \"Rural education for the twenty-first century: Identity, place, and community in a globalizing world.\" Journal of Research in Rural Education, 26(5). Retrieved from http://jrre.psu.edu/articles/26-5.pdf. When early last year a high-ranking official from the federal Department of Education visited us in New Mexico, I was invited to act as one of his guides, to set up a tour for him at two schools. With the dramatic infusion of Race to the Top funds into education, and in particular into states like New Mexico where achievement data have consistently indicated that our students rank near the bottom nationally, his stated goal was to understand better the challenges we face. With the collaboration of an urban principal, we hosts were soon able to arrange for our guest to tour an ethnically diverse, low SES elementary school in Albuquerque. But we also wanted our guest to get a sense of rural education in the state. Arranging for that, however, required more planning, for I wanted the official to get an overview, not just of a particular rural school, but a sense of New Mexico's ethnic, linguistic, and geographic complexity. In the end, we were welcomed into a small high school located in the high desert, west of Albuquerque where the population is predominately Native and Hispanic. Our guest immediately noticed that the school's central plaza bore little resemblance to the architecture of the public schools he had visited thus far. Each of the four sides of the plaza had been built to echo the facades of the ancient churches in the four villages from which the school's students came. As we toured the facility, observing classes, speaking to students and teachers and a couple of school board members, I could see that his disorientation was growing. Finally, as we were standing in the doorway of a classroom where the lesson was being taught in the language of the local indigenous people, he whispered, \"Tell me what I am looking at.\" Only later that day, on the drive back to his hotel, were we able to address his concerns in any kind of depth. As we discussed his seemingly simple question and what it revealed about much of officialdom's lack of understanding about rural and local education in America, I realized that an authentic response would require not just an explanation of rural schools, but also one of place and identity, and of the economics of a fast-globalizing world. Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World (2010), edited by Kai A. Schafft and Alecia Youngblood Jackson, lays out an extremely helpful overview of these deeper educational and cultural issues in a volume of 13 articles. Divided into three parts, the scholars in this book address \"Spaces of Identity,\" \"Placing Education,\" and \"Teaching Communities.\" Had I had this book in hand at th","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"26 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71132357","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}

{"title":"Hollowing out the Middle: The Rural Brain Drain and What It Means for America","authors":"H. Harmon","doi":"10.5860/choice.47-4732","DOIUrl":"https://doi.org/10.5860/choice.47-4732","url":null,"abstract":"Hollowing Out the Middle: The Rural Brain Drain and What It Means for America Citation: Harmon, H. (2010) Book Review \"Hollowing out the middle: The rural brain drain and what it means for America.\" Journal of Research in Rural Education 25(3). Retrieved from http://jrre.psu.edu/articles/25-3.pdf Hollowing out the Middle represents what should be a critically influential study for guiding education reform in rural America. Using survey data from 275 former high school students, in-depth interviews with more than 100 young adults across the nation who attended the high school in the late 1980s and early 1990s, coupled with intensive community-level fieldwork, the husband-wife team of sociology professors, Patrick Carr and Maria Kefalas chronicle the \"coming-of-age\" experiences of youth who formerly attended high school in \"Ellis,\" Iowa. In the process they uncover how a high school and its community inadvertently contribute to the brain drain and \"hollowing out\" of a small town in America's heartland. According to Carr and Kefalas, the paths students take are not random, but fairly predictable as \"Achievers,\" \"Stayers,\" \"Seekers,\" and \"Returners.\" Achievers are the high achieving, most-likely-to-succeed youth who are destined for highly regarded colleges-the \"best and brightest\" kids of Ellis. They spent their adolescence being cultivated by well-intended adults within the school and community who never gave them a chance to settle for the easy route. Singled out for futures that would take them far from the countryside, Achievers receive special treatment. They realize that \"earning good grades, displaying good behavior, and being praised...grant special privileges and access to adults who can help them break free of small town life\" (p. 31). Stayers, however, are raised to value work, develop responsibility, become independent, and usually marry at a young age. These former students of Ellis High School rationalize it as unwise to spend hard-earned money, or to go seriously in debt, to acquire a higher education when so few local jobs or benefits are available as the reward for the investment in a post-secondary degree. Thus, living in the places where they were raised is reasonable. They like the town, enjoy living in a place where their children can grow up and play freely, and prefer being surrounded by like-minded people. Stayers could not really imagine living anywhere else. Carr and Kefalas note however, that \"Stayers are blind to the reality of blue-collar work in a postindustrial economy, forged in their unwavering belief in the work ethic\" (p. 66), and as a consequence place themselves in positions of limited economic mobility and frequently at significant economic risk. In Ellis, the Seekers tend to be average students with little interest in remaining in their small town as adults. They come from families of modest means and grow up \"into a sort of unselfconscious patriotism\" (p. 93), influenced by a culture that highly honors militar","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"25 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71129178","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}

{"title":"\"Endangered Spaces, Enduring Places: Change, Identity, and Survival in Rural America,\" by Janet M. Fitchen. Book Review.","authors":"Judi Elliott","doi":"10.5860/choice.29-3022","DOIUrl":"https://doi.org/10.5860/choice.29-3022","url":null,"abstract":"","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1994-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71039829","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}

{"title":"Students and Learning.","authors":"R. Ruopp","doi":"10.1787/9789264174184-5-en","DOIUrl":"https://doi.org/10.1787/9789264174184-5-en","url":null,"abstract":"","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"9 1","pages":"43-46"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575276","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}