Pub Date : 2020-09-18DOI: 10.35608/ruraled.v41i2.859
M. Courtney
Since 2015, the Kentucky Department of Education (KDE) has provided schools across the state with access to highly skilled instructional coaches. Primarily working in rural settings, these coaches provide a voluntary, integrated coaching model that focuses on building sustainable systems. Coaches provide a range of services, including systems design, strategic planning support, whole-team professional learning, professional learning community (PLC) LC facilitation, and fidelity monitoring. This article describes the theory of action for KDE’s Continuous Improvement Coaching program, presents two case studies of rural elementary schools who utilized the program, and discusses the key features of the program and its relevance for rural schools.
{"title":"Coaching for Continuous Improvement","authors":"M. Courtney","doi":"10.35608/ruraled.v41i2.859","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.859","url":null,"abstract":"Since 2015, the Kentucky Department of Education (KDE) has provided schools across the state with access to highly skilled instructional coaches. Primarily working in rural settings, these coaches provide a voluntary, integrated coaching model that focuses on building sustainable systems. Coaches provide a range of services, including systems design, strategic planning support, whole-team professional learning, professional learning community (PLC) LC facilitation, and fidelity monitoring. This article describes the theory of action for KDE’s Continuous Improvement Coaching program, presents two case studies of rural elementary schools who utilized the program, and discusses the key features of the program and its relevance for rural schools.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83829728","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.v41i2.866
Henry Tran, S. Hardie, Simone Gause, Peter Moyi, Rose M. Ylimaki
Rurality is perceived by many to be a deficit or challenge when it comes to teacher recruitment and retention. However, recently, some have argued that moving away from a deficit model and treating rurality as an asset may hold promise for teacher staffing. Drawing on Person-organization (P-O) fit theory, we extend this argument in our study by investigating the perceptions of teachers from the rural Lowcountry of South Carolina, a region with documented severe teacher shortages, concerning rural teaching advantages and challenges. These reflections provide the data necessary to develop realistic job previews (RJP) that can be highlighted in the teacher staffing process at their schools. To obtain the data, we conducted in-depth semi-structured interviews with 11 rural teachers and one principal (n=12). Several common themes emerged, which we used to develop a sample web-based RJP content for demonstration purposes.
{"title":"Leveraging the Perspectives of Rural Educators to Develop Realistic Job Previews for Rural Teacher Recruitment and Retention","authors":"Henry Tran, S. Hardie, Simone Gause, Peter Moyi, Rose M. Ylimaki","doi":"10.35608/ruraled.v41i2.866","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.866","url":null,"abstract":"Rurality is perceived by many to be a deficit or challenge when it comes to teacher recruitment and retention. However, recently, some have argued that moving away from a deficit model and treating rurality as an asset may hold promise for teacher staffing. Drawing on Person-organization (P-O) fit theory, we extend this argument in our study by investigating the perceptions of teachers from the rural Lowcountry of South Carolina, a region with documented severe teacher shortages, concerning rural teaching advantages and challenges. These reflections provide the data necessary to develop realistic job previews (RJP) that can be highlighted in the teacher staffing process at their schools. To obtain the data, we conducted in-depth semi-structured interviews with 11 rural teachers and one principal (n=12). Several common themes emerged, which we used to develop a sample web-based RJP content for demonstration purposes. ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85347695","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 : 2020-09-11DOI: 10.35608/ruraled.v41i2.867
Morgan C. Dunn, Norma S. Saks
The United States is experiencing a physician shortage and rural areas are especially impacted. Programs exist to recruit college and medical students to work in rural areas, but few programs are focused on the high school “pipeline.” Medical students, residents and physicians who have lived in rural areas are more likely to practice in those areas. This article describes the development, implementation, and evaluation of a workshop to educate rural high school students about preparing for health professions careers. Evaluations of the workshop were positive and indicated increased knowledge and interest in careers in medicine and health professions. It is somewhat promising that even a brief educational program has the potential to increase interest of rural high school students to pursue medical or health professions careers, and perhaps ultimately increase the number of those practicing in rural areas. The authors discuss limitations and suggest changes for future workshop presentations.
{"title":"Inspiring Rural High School Students to Consider Careers in Medicine and the Health Professions","authors":"Morgan C. Dunn, Norma S. Saks","doi":"10.35608/ruraled.v41i2.867","DOIUrl":"https://doi.org/10.35608/ruraled.v41i2.867","url":null,"abstract":"The United States is experiencing a physician shortage and rural areas are especially impacted. Programs exist to recruit college and medical students to work in rural areas, but few programs are focused on the high school “pipeline.” Medical students, residents and physicians who have lived in rural areas are more likely to practice in those areas. This article describes the development, implementation, and evaluation of a workshop to educate rural high school students about preparing for health professions careers. Evaluations of the workshop were positive and indicated increased knowledge and interest in careers in medicine and health professions. It is somewhat promising that even a brief educational program has the potential to increase interest of rural high school students to pursue medical or health professions careers, and perhaps ultimately increase the number of those practicing in rural areas. The authors discuss limitations and suggest changes for future workshop presentations.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90530324","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 : 2020-04-08DOI: 10.35608/ruraled.v41i1.555
T. Durr, Jennifer A. Kampmann, P. Hales, Larry J Browning
This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.
{"title":"Lessons Learned from Online PLCs of Rural STEM Teachers","authors":"T. Durr, Jennifer A. Kampmann, P. Hales, Larry J Browning","doi":"10.35608/ruraled.v41i1.555","DOIUrl":"https://doi.org/10.35608/ruraled.v41i1.555","url":null,"abstract":"This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"107 1","pages":"20-26"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75633221","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 : 2020-04-08DOI: 10.35608/ruraled.v41i1.831
Molly H. Fisher, B. Crawford
Despite conditions that would work against a small and rural school in an impoverish rural area of the United States, Fairway Elementary School has managed to excel in its accountability measures. Through interviews with faculty, staff, teachers, students, and parents of children at Fairway Elementary School a model was developed through the lens of Maslow’s Hierarchy of Needs. It was found that a new administrator at the school started with the physiological needs of the children and are now working within the esteem stage of Maslow’s Hierarchy. Details from each stage of the hierarchy are provided as a promising practice for other rural schools. Fairway Elementary continues to succeed in their efforts to improve not only student achievement, but the culture of their school within an impoverished community.
{"title":"“From School of Crisis to Distinguished”","authors":"Molly H. Fisher, B. Crawford","doi":"10.35608/ruraled.v41i1.831","DOIUrl":"https://doi.org/10.35608/ruraled.v41i1.831","url":null,"abstract":"Despite conditions that would work against a small and rural school in an impoverish rural area of the United States, Fairway Elementary School has managed to excel in its accountability measures. Through interviews with faculty, staff, teachers, students, and parents of children at Fairway Elementary School a model was developed through the lens of Maslow’s Hierarchy of Needs. It was found that a new administrator at the school started with the physiological needs of the children and are now working within the esteem stage of Maslow’s Hierarchy. Details from each stage of the hierarchy are provided as a promising practice for other rural schools. Fairway Elementary continues to succeed in their efforts to improve not only student achievement, but the culture of their school within an impoverished community.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"53 1","pages":"8-19"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90957178","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 : 2020-04-08DOI: 10.35608/ruraled.v41i1.576
Jillian R. Powers, Ann Musgrove, Bryan H. Nichols
This article shares the findings of a mixed method study about the implementation of 1:1 computing in a small rural Florida school district. Researchers used multiple regression analyses to examine whether Davis’ (1989) Technology Acceptance Model helped explain teachers’ adoption of 1:1. The results indicated that the rural teachers’ perceived ease of use and perceived usefulness of 1:1 were significant predictors of both whole class and individualized instructions with 1:1. The qualitative phase of the study explored the ways in which the teachers integrated 1:1 into their instructional practices and what factors motivated them to do so. The analysis showed that the teachers used 1:1 largely to foster digital literacy and collaboration as well as to conduct student assessment. Reasons why the teachers integrated 1:1 into instruction included increasing student engagement, personalizing learning, and facilitating teacher productivity.
{"title":"Teachers Bridging the Digital Divide in Rural Schools with 1:1 Computing","authors":"Jillian R. Powers, Ann Musgrove, Bryan H. Nichols","doi":"10.35608/ruraled.v41i1.576","DOIUrl":"https://doi.org/10.35608/ruraled.v41i1.576","url":null,"abstract":"This article shares the findings of a mixed method study about the implementation of 1:1 computing in a small rural Florida school district. Researchers used multiple regression analyses to examine whether Davis’ (1989) Technology Acceptance Model helped explain teachers’ adoption of 1:1. The results indicated that the rural teachers’ perceived ease of use and perceived usefulness of 1:1 were significant predictors of both whole class and individualized instructions with 1:1. The qualitative phase of the study explored the ways in which the teachers integrated 1:1 into their instructional practices and what factors motivated them to do so. The analysis showed that the teachers used 1:1 largely to foster digital literacy and collaboration as well as to conduct student assessment. Reasons why the teachers integrated 1:1 into instruction included increasing student engagement, personalizing learning, and facilitating teacher productivity.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"73 1","pages":"61-76"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89526982","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 : 2020-04-08DOI: 10.35608/ruraled.v41i1.680
C. M. Hall, Rebecca F Bertuccio, T. M. Mazer, Christeanna O. Tawiah
Violence prevention is of the utmost concern in some schools. For various reasons, rural schools face a number of challenges that may prevent them from implementing strong, evidence-based violence prevention initiatives. Given that the Internet houses a plethora of cost-free resources on threat assessment and violence prevention in schools, rural educators may consult the internet for information. However, because little is known about the composition and quality of such resources, it is important that they are properly evaluated. As such, the purpose of the present study was to compare existing, free, online school-based threat assessment resources to an evidence-based threat assessment framework to determine how well online resources communicate evidence-based principles. Using component analysis, a total of 11 online resources were evaluated. Overall, the findings from this investigation revealed that the evaluated online threat assessment resources were not as comprehensive as evidence-based guidelines. Keywords: online, prevention, schools, threat assessment, violence
{"title":"Google It","authors":"C. M. Hall, Rebecca F Bertuccio, T. M. Mazer, Christeanna O. Tawiah","doi":"10.35608/ruraled.v41i1.680","DOIUrl":"https://doi.org/10.35608/ruraled.v41i1.680","url":null,"abstract":"Violence prevention is of the utmost concern in some schools. For various reasons, rural schools face a number of challenges that may prevent them from implementing strong, evidence-based violence prevention initiatives. Given that the Internet houses a plethora of cost-free resources on threat assessment and violence prevention in schools, rural educators may consult the internet for information. However, because little is known about the composition and quality of such resources, it is important that they are properly evaluated. As such, the purpose of the present study was to compare existing, free, online school-based threat assessment resources to an evidence-based threat assessment framework to determine how well online resources communicate evidence-based principles. Using component analysis, a total of 11 online resources were evaluated. Overall, the findings from this investigation revealed that the evaluated online threat assessment resources were not as comprehensive as evidence-based guidelines. \u0000 Keywords: online, prevention, schools, threat assessment, violence","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77568703","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 : 2020-04-08DOI: 10.35608/ruraled.v41i1.551
M. Ohlson, S. Shope, Jerry Johnson
Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career.
{"title":"The Rural RISE (Rural Initiatives Supporting Excellence)","authors":"M. Ohlson, S. Shope, Jerry Johnson","doi":"10.35608/ruraled.v41i1.551","DOIUrl":"https://doi.org/10.35608/ruraled.v41i1.551","url":null,"abstract":"Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"57 6 1","pages":"27-39"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89066437","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 : 2020-04-07DOI: 10.35608/ruraled.v41i1.984
The Whippoorwill Committee
About the Whippoorwill Award for excellence in young adult literature. List of this year's winners.
关于夜鹰青年文学杰出奖。今年的获奖名单。
{"title":"The Inaugural Year of the Whippoorwill Book Award for Rural YA Literature","authors":"The Whippoorwill Committee","doi":"10.35608/ruraled.v41i1.984","DOIUrl":"https://doi.org/10.35608/ruraled.v41i1.984","url":null,"abstract":"About the Whippoorwill Award for excellence in young adult literature. List of this year's winners.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83869172","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 : 2019-12-31DOI: 10.35608/ruraled.v31i3.959
J. Lasser, E. Schmidt, James Diep, Amy Huebel
This article reports data collected in a rural Texas county that explores the beliefs and perceptions of youth about alcohol use. Results from the study suggest high rates of underage drinking and present significant health risks. The data also shed some light on how youth perceive parents, responsibilities, access, and prevention strategies with regard to alcohol usage. Implications for rural educators and health care providers are discussed in light of the findings, with an emphasis on both prevention and intervention. Large-scale epidemiological studies/surveys of current alcoholism rates in the US have involved various approaches to studying abuse and dependence across different subsets of the US population, including youth. Variations in these approaches to understanding alcoholism have included focusing on differences in ethnic groups (Grant et al., 2004), personality and cognitive differences (Finn, Mazas, Justus, & Steinmetz, 2002; Giancola & Moss, 1998), and even neurochemical perspectives (Moselhy, Georgiou, & Kahn, 2001). In an effort to contribute to this knowledge base, this study focuses on better understanding the relation between underage drinking and rural youth, and reports data collected in a rural Texas county that explores the beliefs and perceptions of youth about alcohol use. Underage drinking appears to occur frequently in the US. According to the findings from the 2002-2006 National Survey on Drug Use and Health (Pemberton, Colliver, Robbins, & Gfroerer, 2008), approximately 10.8 million persons aged 12 to 20 (28.3 percent of this age group) reported drinking alcohol in the past month. Approximately 19 percent (7.2 million) were binge drinkers (five or more drinks on one occasion), and 6.2 percent (2.4 million) reported heavy drinking, defined as binge drinking on at least five days in the past 30 days. Although the alcohol use of rural youth has been less well studied than urban and suburban youth, a growing body of literature has documented various significant findings. For example, 19.8 percent of underage persons in rural counties reported current binge drinking, compared with 17.7 and 20.8 percent of those who lived in counties in large metropolitan areas (population of 1 million or more) and small metropolitan areas (population of less than 1 million), respectively (Pemberton, et al., 2008). Furthermore, in a study of rural youth in West Virginia conducted by Guo et al. (2005), alcohol use was reported by 49 percent of the 121 6 year old respondents. Other studies have reported rural adolescent alcohol use to be two to three times greater than national estimates (Botvin, Malgady, Griffin, Scheier, & Epstein, 1998). These findings provide evidence of the need for further investigation into the frequency and severity of alcohol use among youth in rural areas. Underage drinking presents a serious health concern, necessitating effective interventions to reduce youth consumption of alcohol. A review by Zeigler et al. (20
{"title":"Underage Rural Drinking: Survey Data and Implications for Educators","authors":"J. Lasser, E. Schmidt, James Diep, Amy Huebel","doi":"10.35608/ruraled.v31i3.959","DOIUrl":"https://doi.org/10.35608/ruraled.v31i3.959","url":null,"abstract":"This article reports data collected in a rural Texas county that explores the beliefs and perceptions of youth about alcohol use. Results from the study suggest high rates of underage drinking and present significant health risks. The data also shed some light on how youth perceive parents, responsibilities, access, and prevention strategies with regard to alcohol usage. Implications for rural educators and health care providers are discussed in light of the findings, with an emphasis on both prevention and intervention. Large-scale epidemiological studies/surveys of current alcoholism rates in the US have involved various approaches to studying abuse and dependence across different subsets of the US population, including youth. Variations in these approaches to understanding alcoholism have included focusing on differences in ethnic groups (Grant et al., 2004), personality and cognitive differences (Finn, Mazas, Justus, & Steinmetz, 2002; Giancola & Moss, 1998), and even neurochemical perspectives (Moselhy, Georgiou, & Kahn, 2001). In an effort to contribute to this knowledge base, this study focuses on better understanding the relation between underage drinking and rural youth, and reports data collected in a rural Texas county that explores the beliefs and perceptions of youth about alcohol use. Underage drinking appears to occur frequently in the US. According to the findings from the 2002-2006 National Survey on Drug Use and Health (Pemberton, Colliver, Robbins, & Gfroerer, 2008), approximately 10.8 million persons aged 12 to 20 (28.3 percent of this age group) reported drinking alcohol in the past month. Approximately 19 percent (7.2 million) were binge drinkers (five or more drinks on one occasion), and 6.2 percent (2.4 million) reported heavy drinking, defined as binge drinking on at least five days in the past 30 days. Although the alcohol use of rural youth has been less well studied than urban and suburban youth, a growing body of literature has documented various significant findings. For example, 19.8 percent of underage persons in rural counties reported current binge drinking, compared with 17.7 and 20.8 percent of those who lived in counties in large metropolitan areas (population of 1 million or more) and small metropolitan areas (population of less than 1 million), respectively (Pemberton, et al., 2008). Furthermore, in a study of rural youth in West Virginia conducted by Guo et al. (2005), alcohol use was reported by 49 percent of the 121 6 year old respondents. Other studies have reported rural adolescent alcohol use to be two to three times greater than national estimates (Botvin, Malgady, Griffin, Scheier, & Epstein, 1998). These findings provide evidence of the need for further investigation into the frequency and severity of alcohol use among youth in rural areas. Underage drinking presents a serious health concern, necessitating effective interventions to reduce youth consumption of alcohol. A review by Zeigler et al. (20","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"100 1","pages":"38"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72994980","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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