Pub Date : 2021-01-18DOI: 10.35608/RURALED.V41I3.1098
Staci M. Zolkoski, Samantha Estrada Aguilera, Erin M. West, Gary J. Miller, Jessica M. Holm, S. Sass, E. Stocks
The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers’ intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one’s ability to teach diverse students, and one’s ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.
{"title":"Teacher Perceptions of Skills, Knowledge, and Resources Needed to Promote Social and Emotional Learning in Rural Classrooms","authors":"Staci M. Zolkoski, Samantha Estrada Aguilera, Erin M. West, Gary J. Miller, Jessica M. Holm, S. Sass, E. Stocks","doi":"10.35608/RURALED.V41I3.1098","DOIUrl":"https://doi.org/10.35608/RURALED.V41I3.1098","url":null,"abstract":"The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers’ intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one’s ability to teach diverse students, and one’s ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81821284","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 : 2021-01-18DOI: 10.35608/RURALED.V41I3.1156
Devon Brenner, Brandon Presley, J. Conradi, Wayne Rodolfich, Tyler Hansford
At the most recent National Forum to Advance Rural Education in November of 2020, editor Devon Brenner led a panel discussion about current and future efforts to expand broadband access for rural schools and communities with Brandon Presley, Public Service Commissioner for the Northern District of Mississippi; John Conradi, executive director of Connect Americans Now; and two Mississippi school leaders, Wayne Rodolfich, superintendent of the Pascagoula-Gautier School District, and Tyler Hansford, superintendent of Union City School District and chair of the Mississippi Rural Education Association. Their conversation is excerpted here. Some portions have been edited for cohesiveness and clarity.
{"title":"Get Connected Now: A Conversation with School Leaders and Policy Makers about Expanding Rural Broadband Access","authors":"Devon Brenner, Brandon Presley, J. Conradi, Wayne Rodolfich, Tyler Hansford","doi":"10.35608/RURALED.V41I3.1156","DOIUrl":"https://doi.org/10.35608/RURALED.V41I3.1156","url":null,"abstract":"At the most recent National Forum to Advance Rural Education in November of 2020, editor Devon Brenner led a panel discussion about current and future efforts to expand broadband access for rural schools and communities with Brandon Presley, Public Service Commissioner for the Northern District of Mississippi; John Conradi, executive director of Connect Americans Now; and two Mississippi school leaders, Wayne Rodolfich, superintendent of the Pascagoula-Gautier School District, and Tyler Hansford, superintendent of Union City School District and chair of the Mississippi Rural Education Association. Their conversation is excerpted here. Some portions have been edited for cohesiveness and clarity.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"5 1","pages":"57-62"},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86790228","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 : 2021-01-18DOI: 10.35608/RURALED.V41I3.923
Kari A. Oyen, Amy Schweinle
Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates’ background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas.
{"title":"Addressing Teacher Shortages in Rural America: What Factors Help New Teachers Apply to Teach in Rural Settings?","authors":"Kari A. Oyen, Amy Schweinle","doi":"10.35608/RURALED.V41I3.923","DOIUrl":"https://doi.org/10.35608/RURALED.V41I3.923","url":null,"abstract":"Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates’ background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90999525","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 : 2021-01-18DOI: 10.35608/RURALED.V41I3.1074
Darris R. Means, Sydney Blackmon, E. Drake, Paris Lawrence, Angelique Jackson, A. Strickland, Jenay F. E. Willis
The purpose of this article is to highlight a critical approach for practice, youth participatory action research, that can be used to invite rural youth to collaborate with school administrators, educators, and community leaders to identify and examine challenges, while building upon the strengths of a school and community to address challenges. Our youth participatory action research project was a collaboration between adult researchers and five students from a rural high school to examine and address postsecondary education access challenges. The adult and student researchers developed and implemented two evidence-based products: (a) a conference and (b) a resource corner in the school library. Student co-researchers demonstrated an increased commitment to the project, development of postsecondary education knowledge, and development as leaders during the project. Our project demonstrates evidence of youth participatory action research being an effective approach to address problems of practice in rural education.
{"title":"We Have Something to Say: Youth Participatory Action Research as a Promising Practice to Address Problems of Practice in Rural Schools","authors":"Darris R. Means, Sydney Blackmon, E. Drake, Paris Lawrence, Angelique Jackson, A. Strickland, Jenay F. E. Willis","doi":"10.35608/RURALED.V41I3.1074","DOIUrl":"https://doi.org/10.35608/RURALED.V41I3.1074","url":null,"abstract":"The purpose of this article is to highlight a critical approach for practice, youth participatory action research, that can be used to invite rural youth to collaborate with school administrators, educators, and community leaders to identify and examine challenges, while building upon the strengths of a school and community to address challenges. Our youth participatory action research project was a collaboration between adult researchers and five students from a rural high school to examine and address postsecondary education access challenges. The adult and student researchers developed and implemented two evidence-based products: (a) a conference and (b) a resource corner in the school library. Student co-researchers demonstrated an increased commitment to the project, development of postsecondary education knowledge, and development as leaders during the project. Our project demonstrates evidence of youth participatory action research being an effective approach to address problems of practice in rural education.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88654482","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 : 2021-01-18DOI: 10.35608/RURALED.V41I3.1018
H. Harmon
This article gives meaning to innovating promising practices in high poverty rural contexts, as experienced by the Rural Math Excel Partnership (RMEP). The project sought to develop a model of shared school-family-community responsibility to support student success in foundational math courses as preparation for science, technology, engineering, mathematics and health (STEM-H) careers. RMEP was one of the two rural development grant awards in the 2012 federal fiscal year, the first year for awards in the rural priority area of the U. S. Department of Education’s Investing in Innovation (i3) program. High poverty rural areas may have major implications for fidelity of implementation and measurement of intended impacts that raise important questions about project organizational structures, capacities and evaluation needs. If significant external funding and a partnership approach are key catalysts for innovating solutions to educational challenges, the answers to 10 questions of readiness could have major implications for project success.
{"title":"Innovating a Promising Practice in High Poverty Rural School Districts","authors":"H. Harmon","doi":"10.35608/RURALED.V41I3.1018","DOIUrl":"https://doi.org/10.35608/RURALED.V41I3.1018","url":null,"abstract":"This article gives meaning to innovating promising practices in high poverty rural contexts, as experienced by the Rural Math Excel Partnership (RMEP). The project sought to develop a model of shared school-family-community responsibility to support student success in foundational math courses as preparation for science, technology, engineering, mathematics and health (STEM-H) careers. RMEP was one of the two rural development grant awards in the 2012 federal fiscal year, the first year for awards in the rural priority area of the U. S. Department of Education’s Investing in Innovation (i3) program. High poverty rural areas may have major implications for fidelity of implementation and measurement of intended impacts that raise important questions about project organizational structures, capacities and evaluation needs. If significant external funding and a partnership approach are key catalysts for innovating solutions to educational challenges, the answers to 10 questions of readiness could have major implications for project success.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"16 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72416502","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 : 2021-01-16DOI: 10.35608/RURALED.V41I3.1157
J. Longhurst
Editors’ Note: On January 6, 2021 many of us watched as rioters, some of them armed, climbed over walls, broke windows, and burst through barriers to enter the U.S. Capitol to disrupt the review and counting of electoral votes leading to the certification of the 2020 presidential election. For over three hours, the Capitol building was occupied while Members of Congress and capitol staff took shelter. Social media and news outlets showed images of rioters in congressional offices, armed police defending the door to the Senate floor, and participants, some in clothes celebrating the Holocaust or waiving the Confederate flag, in some of our nation’s most sacred spaces. In response to these events, rural educator Jesse Longhurst created a social media post encouraging educators to promote civil discourse and trust in democratic institutions. Her statement is republished here.
{"title":"A Rural Educator Responds to the Assault on the Capitol","authors":"J. Longhurst","doi":"10.35608/RURALED.V41I3.1157","DOIUrl":"https://doi.org/10.35608/RURALED.V41I3.1157","url":null,"abstract":"Editors’ Note: On January 6, 2021 many of us watched as rioters, some of them armed, climbed over walls, broke windows, and burst through barriers to enter the U.S. Capitol to disrupt the review and counting of electoral votes leading to the certification of the 2020 presidential election. For over three hours, the Capitol building was occupied while Members of Congress and capitol staff took shelter. Social media and news outlets showed images of rioters in congressional offices, armed police defending the door to the Senate floor, and participants, some in clothes celebrating the Holocaust or waiving the Confederate flag, in some of our nation’s most sacred spaces. In response to these events, rural educator Jesse Longhurst created a social media post encouraging educators to promote civil discourse and trust in democratic institutions. Her statement is republished here.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"14 1","pages":"55-56"},"PeriodicalIF":0.0,"publicationDate":"2021-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84964085","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 : 2020-09-18DOI: 10.35608/ruraled.v41i2.558
D. Zinger, J. H. Sandholtz, Cathy Ringstaff
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools. Through a primarily qualitative analysis, we identified four teacher reported categories of affordances and four categories of constraints to teaching science. One category of affordances, access to a variety of outdoor science resources, and one category of constraints, high levels of isolation, were closely tied to the nature of rural schools. The other affordances and constraints are broadly recognized factors influencing science instruction. Implications for supporting rural teachers’ science instruction are discussed.
{"title":"Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS","authors":"D. Zinger, J. H. Sandholtz, Cathy Ringstaff","doi":"10.35608/ruraled.v41i2.558","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.558","url":null,"abstract":"Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools. Through a primarily qualitative analysis, we identified four teacher reported categories of affordances and four categories of constraints to teaching science. One category of affordances, access to a variety of outdoor science resources, and one category of constraints, high levels of isolation, were closely tied to the nature of rural schools. The other affordances and constraints are broadly recognized factors influencing science instruction. Implications for supporting rural teachers’ science instruction are discussed.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90826108","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}
This issue's policy brief suggests that it is important to evaluate election candidates' platforms and views about rural education and rural communities.
本期的政策摘要表明，评估选举候选人关于农村教育和农村社区的政纲和观点是很重要的。
{"title":"Rural Education and Election Candidates: Three Questions","authors":"Devon Brenner, Catharine Biddle, Erin McHenry-Sorber","doi":"10.35608/ruraled.v41i2.1100","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.1100","url":null,"abstract":"This issue's policy brief suggests that it is important to evaluate election candidates' platforms and views about rural education and rural communities.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"169 1","pages":"70-71"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83093568","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 : 2020-09-18DOI: 10.35608/ruraled.v41i2.851
A. Azano, C. Callahan, Erika L. Bass, M. Rasheed
In this “promising practices” piece, we draw from lessons learned from a larger research study exploring how alternative identification processes and curricular interventions might influence gifted education programming for students in rural school districts. In the larger study we sought to (a) increase the number of rural students identified for gifted education services and (b) provide support for those programs in the form of a place-based language arts curriculum. As we implemented an innovative identification and curricular option for historically underrepresented students from low-income rural areas, we encountered hurdles stemming from four sources: conceptions of giftedness, teacher time and expertise, expectations for students, and fidelity of implementation. This article illuminates those challenges and discusses efforts to mitigate them and negotiate a path through to success—seeing the possible rather than limitations set forth by imposed systems affecting rural schools and communities.
{"title":"Supporting Gifted Education in Rural Schools","authors":"A. Azano, C. Callahan, Erika L. Bass, M. Rasheed","doi":"10.35608/ruraled.v41i2.851","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.851","url":null,"abstract":"In this “promising practices” piece, we draw from lessons learned from a larger research study exploring how alternative identification processes and curricular interventions might influence gifted education programming for students in rural school districts. In the larger study we sought to (a) increase the number of rural students identified for gifted education services and (b) provide support for those programs in the form of a place-based language arts curriculum. As we implemented an innovative identification and curricular option for historically underrepresented students from low-income rural areas, we encountered hurdles stemming from four sources: conceptions of giftedness, teacher time and expertise, expectations for students, and fidelity of implementation. This article illuminates those challenges and discusses efforts to mitigate them and negotiate a path through to success—seeing the possible rather than limitations set forth by imposed systems affecting rural schools and communities.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86416218","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 : 2020-09-18DOI: 10.35608/ruraled.v41i2.862
Jessica R. Gallo
This study explored the question “What roles does rurality play in the professional lives of teachers in northern Wisconsin?” Using narrative analysis of four participants’ interviews about their lives working in rural schools, this paper compares participants’ stories with dominant narratives about rural schools and communities. Common depictions of rural people, places, and work often oversimplify the complex relationships among school, community, staff, and students. This study found that participants a.) feel a sense of belonging in rural places despite the challenges of living and working there, b.) create and maintain a strong professional family in order to mitigate rural school recruitment and retention difficulties, and c.) experience school and community partnerships that are both supportive and challenging. This study calls for a more critical and complex representation of rural people and places, especially schools, in order to work against the dominant narratives about rurality that exist in popular imagination.
{"title":"Against the Grain","authors":"Jessica R. Gallo","doi":"10.35608/ruraled.v41i2.862","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.862","url":null,"abstract":"This study explored the question “What roles does rurality play in the professional lives of teachers in northern Wisconsin?” Using narrative analysis of four participants’ interviews about their lives working in rural schools, this paper compares participants’ stories with dominant narratives about rural schools and communities. Common depictions of rural people, places, and work often oversimplify the complex relationships among school, community, staff, and students. This study found that participants a.) feel a sense of belonging in rural places despite the challenges of living and working there, b.) create and maintain a strong professional family in order to mitigate rural school recruitment and retention difficulties, and c.) experience school and community partnerships that are both supportive and challenging. This study calls for a more critical and complex representation of rural people and places, especially schools, in order to work against the dominant narratives about rurality that exist in popular imagination.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87726398","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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