Pub Date : 2019-01-25DOI: 10.35608/RURALED.V40I1.529
J. Turner, Kim Finch, Ximena Uribe-Zarain
The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups.
{"title":"Three Midwest Rural School Districts’ First Year Transition to the Four Day School Week","authors":"J. Turner, Kim Finch, Ximena Uribe-Zarain","doi":"10.35608/RURALED.V40I1.529","DOIUrl":"https://doi.org/10.35608/RURALED.V40I1.529","url":null,"abstract":"The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"66 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83293451","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}
Pub Date : 2019-01-25DOI: 10.35608/RURALED.V40I1.531
A. Allen, J. K. Roberts
Employing concepts of place and space, we consider the implementation of Early College initiatives in two small school districts in Ohio, situated in very different regions of the state. One is a rural district near the foothills of Appalachia, and the other is a small town district on the shores of Lake Erie. The paper examines data collected through a state-wide evaluation project. Our analysis suggests that where a school is located matters to the kinds of resources, opportunities and constrains it has for implementing state programs. Resources like transportation, access to college partners, and even proximity to other school districts made important differences to how these school districts implemented the Early College program. Given the variable conditions of school districts in Ohio and other states with a large number of rural and small city school districts, state policy makers should consider flexible implementation plans and variable levels of support.
{"title":"Space and Place in Rural Program Implementation","authors":"A. Allen, J. K. Roberts","doi":"10.35608/RURALED.V40I1.531","DOIUrl":"https://doi.org/10.35608/RURALED.V40I1.531","url":null,"abstract":"Employing concepts of place and space, we consider the implementation of Early College initiatives in two small school districts in Ohio, situated in very different regions of the state. One is a rural district near the foothills of Appalachia, and the other is a small town district on the shores of Lake Erie. The paper examines data collected through a state-wide evaluation project. Our analysis suggests that where a school is located matters to the kinds of resources, opportunities and constrains it has for implementing state programs. Resources like transportation, access to college partners, and even proximity to other school districts made important differences to how these school districts implemented the Early College program. Given the variable conditions of school districts in Ohio and other states with a large number of rural and small city school districts, state policy makers should consider flexible implementation plans and variable levels of support.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"195 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83095911","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}
Pub Date : 2018-12-03DOI: 10.35608/ruraled.v26i1.516
Mimi Wolverton
Responses gathered in a recent study of the superintendency in the Pacific Northwest suggest that less than 25% of sitting superintendents in the year 2000 were under the age of 50; and 40% of those who were 50 years or older planned to retire within the next four years. While the pool of potential applicants includes over 1,000 superintendent certificate holders, fewer than 150 of respondents in the same study planned to apply for upcoming vacancies. This article examines aspects of the position that serve as disincentives to seemingly qualified candidates and the policy ramifications of possible pool inadequacy within the given context.
{"title":"The Northwest’s Phantom Pool","authors":"Mimi Wolverton","doi":"10.35608/ruraled.v26i1.516","DOIUrl":"https://doi.org/10.35608/ruraled.v26i1.516","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Responses gathered in a recent study of the superintendency in the Pacific Northwest suggest that less than 25% of sitting superintendents in the year 2000 were under the age of 50; and 40% of those who were 50 years or older planned to retire within the next four years. While the pool of potential applicants includes over 1,000 superintendent certificate holders, fewer than 150 of respondents in the same study planned to apply for upcoming vacancies. This article examines aspects of the position that serve as disincentives to seemingly qualified candidates and the policy ramifications of possible pool inadequacy within the given context. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75190953","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}
Pub Date : 2018-12-03DOI: 10.35608/RURALED.V28I1.486
Marcia Lamkin
This research study was designed to build grounded theory about the challenges faced by rural superintendents. Participating rural superintendents identified five areas that presented a challenge but that also applied to superintendents in other settings: school law, finance, personnel, government mandates, and district or board policies. Further, these superintendents identified challenges related specifically to the rural setting and to their lack of acculturation to the demands of rural school leadership. Focus group research conducted among rural superintendents in New York, Pennsylvania, and Tennessee indicated that the challenges of the rural superintendency were distinct enough to warrant some specialized preparation for such service.
{"title":"Challenges and Changes Faced by Rural Superintendents","authors":"Marcia Lamkin","doi":"10.35608/RURALED.V28I1.486","DOIUrl":"https://doi.org/10.35608/RURALED.V28I1.486","url":null,"abstract":"This research study was designed to build grounded theory about the challenges faced by rural superintendents. Participating rural superintendents identified five areas that presented a challenge but that also applied to superintendents in other settings: school law, finance, personnel, government mandates, and district or board policies. Further, these superintendents identified challenges related specifically to the rural setting and to their lack of acculturation to the demands of rural school leadership. Focus group research conducted among rural superintendents in New York, Pennsylvania, and Tennessee indicated that the challenges of the rural superintendency were distinct enough to warrant some specialized preparation for such service.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81540284","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}
Pub Date : 2018-12-03DOI: 10.35608/ruraled.v27i1.502
Donald N. Roberson, Jr.
The purpose of this study was to understand more about the impact of living in a rural area on personal learning with older adults. This is important to consider because of the higher concentration of older adults in rural areas. This qualitative research was based on twenty interviews with older adults. All of the participants lived in the same rural county in south Georgia (USA). One of the results from this research was the positive description of living in a rural area. Despite literature that often describes rural areas in a negative light; all of the participants spoke about the positive aspect of living in a rural area. These positive characteristics were discussed as simplicity, quiet, community, and nature. Negative aspects of rural life were mentioned as lack of resources and fewer people. Ten participants were purposefully chosen who were identified as active older adults who continue to learn. Two interviews with each person were conducted and the interviews were transcribed verbatim. The findings were based on recurring themes as a result of comparative analysis throughout the process. Public schools can contribute to the continued education of older adults by holding various classes as well as incorporating volunteerism.
{"title":"Lifelong Learning in the County","authors":"Donald N. Roberson, Jr.","doi":"10.35608/ruraled.v27i1.502","DOIUrl":"https://doi.org/10.35608/ruraled.v27i1.502","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The purpose of this study was to understand more about the impact of living in a rural area on personal learning with older adults. This is important to consider because of the higher concentration of older adults in rural areas. This qualitative research was based on twenty interviews with older adults. All of the participants lived in the same rural county in south Georgia (USA). One of the results from this research was the positive description of living in a rural area. Despite literature that often describes rural areas in a negative light; all of the participants spoke about the positive aspect of living in a rural area. These positive characteristics were discussed as simplicity, quiet, community, and nature. Negative aspects of rural life were mentioned as lack of resources and fewer people. Ten participants were purposefully chosen who were identified as active older adults who continue to learn. Two interviews with each person were conducted and the interviews were transcribed verbatim. The findings were based on recurring themes as a result of comparative analysis throughout the process. Public schools can contribute to the continued education of older adults by holding various classes as well as incorporating volunteerism. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81793640","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}
Pub Date : 2018-12-03DOI: 10.35608/ruraled.v26i2.512
Ann R. Taylor, Shari Anderson, Karen Meyer, M. K. Wagner, Christine West
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 professional knowledge of reform mathematics; and developed a professional community among them.
{"title":"Lesson Study","authors":"Ann R. Taylor, Shari Anderson, Karen Meyer, M. K. Wagner, Christine West","doi":"10.35608/ruraled.v26i2.512","DOIUrl":"https://doi.org/10.35608/ruraled.v26i2.512","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000In 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 professional knowledge of reform mathematics; and developed a professional community among them. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81972543","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}
Pub Date : 2018-12-03DOI: 10.35608/RURALED.V28I2.481
Tanya Lebans, M. Radigan
As part of a Canadian International Development Agency funded project working with rural teachers in central China, recent graduates Lebans and Radigan spent a month teaching in Chinese schools. The primary purpose of the project is to work with members of the Sichuan Provincial Teacher Training Centre and rural teachers from Wenchuan County develop a professional development plan in response to China’s current focus on education reform. This article is a synthesis of Lebans’ and Radigan’s experiences.
{"title":"Teaching in China","authors":"Tanya Lebans, M. Radigan","doi":"10.35608/RURALED.V28I2.481","DOIUrl":"https://doi.org/10.35608/RURALED.V28I2.481","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000As part of a Canadian International Development Agency funded project working with rural teachers in central China, recent graduates Lebans and Radigan spent a month teaching in Chinese schools. The primary purpose of the project is to work with members of the Sichuan Provincial Teacher Training Centre and rural teachers from Wenchuan County develop a professional development plan in response to China’s current focus on education reform. This article is a synthesis of Lebans’ and Radigan’s experiences. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73175372","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}
Pub Date : 2018-12-03DOI: 10.35608/RURALED.V27I3.491
Christina Reagle
Helping schools create environments where all students can learn is a worthwhile mission for schools big and small. Both multi and single site districts agree that providing equitable and meaningful learning opportunities for every student is essential, but find this challenging and difficult. What are the systemic factors that limit educators in considering new educational paradigms that might structure schools differently, increase learning outcomes for a wider spectrum of students, and prepare students to meet the challenges of the 21st century? All communities need graduates ready to face the world after high school, prepared to work, and ready to offer hope toward world and civic affairs.
{"title":"Creating Effective Schools Where All Students Can Learn","authors":"Christina Reagle","doi":"10.35608/RURALED.V27I3.491","DOIUrl":"https://doi.org/10.35608/RURALED.V27I3.491","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Helping schools create environments where all students can learn is a worthwhile mission for schools big and small. Both multi and single site districts agree that providing equitable and meaningful learning opportunities for every student is essential, but find this challenging and difficult. What are the systemic factors that limit educators in considering new educational paradigms that might structure schools differently, increase learning outcomes for a wider spectrum of students, and prepare students to meet the challenges of the 21st century? All communities need graduates ready to face the world after high school, prepared to work, and ready to offer hope toward world and civic affairs. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82128729","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}
Pub Date : 2018-12-03DOI: 10.35608/RURALED.V25I3.524
N. Pace
This case study details the events surrounding a gay student’s “coming out” in a small, rural high school. Through the eyes and experiences of the student, his teachers, classmates, and community, we hear the story of how the school and community dealt with an issue they had never before actively considered. Through qualitative interviews, the former high school principal describes reactions and lessons learned as the student made his sexual orientation known, attended prom, and was awarded one of three Matthew Shepard Scholarships given in the state. The unexpected way in which events unfolded in the school and community were nearly as surprising as the revelation of the student’s sexual orientation. The experiences reinforce the importance of school climate, meaningful relationships between students and staff, the sometimes hidden challenges of high school, and provide valuable considerations for all educators.
{"title":"Gay, Rural, and Coming Out","authors":"N. Pace","doi":"10.35608/RURALED.V25I3.524","DOIUrl":"https://doi.org/10.35608/RURALED.V25I3.524","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000This case study details the events surrounding a gay student’s “coming out” in a small, rural high school. Through the eyes and experiences of the student, his teachers, classmates, and community, we hear the story of how the school and community dealt with an issue they had never before actively considered. Through qualitative interviews, the former high school principal describes reactions and lessons learned as the student made his sexual orientation known, attended prom, and was awarded one of three Matthew Shepard Scholarships given in the state. The unexpected way in which events unfolded in the school and community were nearly as surprising as the revelation of the student’s sexual orientation. The experiences reinforce the importance of school climate, meaningful relationships between students and staff, the sometimes hidden challenges of high school, and provide valuable considerations for all educators. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81606735","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}
Pub Date : 2018-12-03DOI: 10.35608/ruraled.v26i1.521
Patrick F. Schultz
First-generation and rural college students are considered by many retention theorists and practitioners to be an at-risk population. This study examined the details of the first semester in postsecondary education from the perspective of a group of students who met the demographic criteria of being first-generation to go to college, from rural geographical areas, and from agricultural backgrounds. It focused on the first semester experience, during its occurrence, and how six students of this specific population viewed that phenomenon. A secondary objective was to determine if the understandings that issued from the research could form a foundation from which first semester retention strategies for this particular population could be configured.
{"title":"Upon Entering College","authors":"Patrick F. Schultz","doi":"10.35608/ruraled.v26i1.521","DOIUrl":"https://doi.org/10.35608/ruraled.v26i1.521","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000First-generation and rural college students are considered by many retention theorists and practitioners to be an at-risk population. This study examined the details of the first semester in postsecondary education from the perspective of a group of students who met the demographic criteria of being first-generation to go to college, from rural geographical areas, and from agricultural backgrounds. It focused on the first semester experience, during its occurrence, and how six students of this specific population viewed that phenomenon. A secondary objective was to determine if the understandings that issued from the research could form a foundation from which first semester retention strategies for this particular population could be configured. \u0000 \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83192931","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}
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