Pub Date : 2019-12-30DOI: 10.35608/RURALED.V29I1.942
V. Hodges
Articles in The Rural Educator from the early Eighties reflect the new interest in bringing technology to rural schools, primarily for delivery of courses to schools where they would otherwise be unavailable. Expanding the accessibility to curricula would improve the opportunities of rural students to compete with students from larger metropolitan schools for admission to colleges, for job opportunities, and for a broader education as well. Delivery of such courses was first recorded in the journal in an article in the Fall 1983 issue in which John E. Davis, the Executive Head of Field Services and Extension at the Ontario Institute for Studies in Education at Toronto, recounted the history of the use of correspondence courses by various parts of the world, but especially their use in Western Australia, New Zealand, and the United States. Although this methodology hardly fits our definition of "technology" today, it was the forerunner of delivering information to public school students without the physical presence of the teacher and with kits developed by others than the actual classroom teacher. Of course such courses had been available at the college level as early as 1918, but this was a new innovation for public schools. The information in this article proved of such interest to readers that it was expanded and rewritten for the Spring 1985 issue of the journal. In the article Davis wrote, "Not only are correspondence courses now being used to supplement a school's curriculum, but also to permit students to work at varying degrees of pace. The have a special applicability to rural students who, even in these days of advanced mechanization, are (at different seasons of the year) called away from schools for periods of time to become members of the farm work force. The suggestion is not being made that correspondence courses should replace conventional classrooms and that teachers should become mere supervisors of correspondence classes. Rather, the idea is that the two might be used to complement each other. Davis's article deals only with the in-school use of correspondence materials. "At their most ineffective level of use, such materials are provided to students who are then assigned study space somewhere in the school, most often in the library, and then are left to work more or less on their own. Experience shows, however, that only a small percentage of these students succeed [with this method]. ... On the other hand, when the students are supervised even in the sense of providing only moral support or giving assistance in understanding the questions, the percentage of successes rises dramatically (Davis and Ryan, 1980). This suggests that an important factor in the success of correspondence students is not just the availability of teacher assistance, but the regularity and immediacy of that assistance. The fact, of course, has long been recognized by proponents of computer-assisted instruction who are quick to emphasize the immediate f
80年代早期的《农村教育家》杂志上的文章反映了人们对将技术引入农村学校的新兴趣，主要是为了向那些没有技术的学校提供课程。扩大课程的可及性将增加农村学生与来自大城市学校的学生竞争进入大学、获得工作机会以及接受更广泛教育的机会。1983年秋天的一篇文章首次记录了这种课程的实施情况。在这篇文章中，多伦多安大略省教育研究所的实地服务和推广执行主任约翰·e·戴维斯(John E. Davis)叙述了世界各地使用函授课程的历史，尤其是在西澳大利亚、新西兰和美国。虽然这种方法很难符合我们今天对“技术”的定义，但它是在没有老师亲自在场的情况下向公立学校学生传授信息的先驱，而这些信息是由其他人而不是实际的课堂老师开发的。当然，这些课程早在1918年就在大学阶段开设了，但这是公立学校的一项新创新。事实证明，这篇文章中的信息引起了读者的极大兴趣，因此在该杂志1985年春季号上对其进行了扩充和重写。戴维斯在文章中写道:“函授课程现在不仅被用来补充学校的课程，而且还允许学生以不同的速度学习。即使在机械化发达的今天，农村学生(在一年中的不同季节)也会被召唤离开学校一段时间，成为农场劳动力的一员。并不是说函授课程应该取代传统的课堂，教师应该仅仅成为函授课程的监督者。相反，他们的想法是，这两者可能被用来相互补充。戴维斯的文章只涉及学校书信材料的使用。“在最无效的情况下，这些材料被提供给学生，然后在学校的某个地方(通常是在图书馆)分配学习空间，然后让他们或多或少地自己学习。然而，经验表明，这些学生中只有一小部分成功[用这种方法]. ...另一方面，当学生受到监督时，即使只是提供道德上的支持或帮助他们理解问题，成功的百分比也会急剧上升(Davis和Ryan, 1980)。这表明，函授学生成功的一个重要因素不仅仅是教师帮助的可用性，而是这种帮助的规律性和即时性。当然，计算机辅助教学的支持者早就认识到这一事实，他们很快就强调了这种教学模式的即时反馈和支持功能。”当然，Davis的评论可以应用于任何其他的教学方式，包括今天的在线课程，在这些课程中，教师并不能立即得到反馈和鼓励。在1985年春季出版的《乡村教育家》杂志上，戴维斯说:“农村中学的函授教育并不是一个新概念。它已被广泛接受，足以证明自己是不充分和不充分的课程的一个更好的选择。最近有可能增强其吸引力的发展集中在使用新的通信技术。有两项创新潜力巨大。其中第一个(可能与印刷材料的使用相结合)是卫星通信，它将逐渐使双向电视学习成为实际可能。这将是电视的一大进步，电视只提供节目片段，而不是完整的课程。…
{"title":"The Coming of Age with Technology in Rural Schools","authors":"V. Hodges","doi":"10.35608/RURALED.V29I1.942","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.942","url":null,"abstract":"Articles in The Rural Educator from the early Eighties reflect the new interest in bringing technology to rural schools, primarily for delivery of courses to schools where they would otherwise be unavailable. Expanding the accessibility to curricula would improve the opportunities of rural students to compete with students from larger metropolitan schools for admission to colleges, for job opportunities, and for a broader education as well. Delivery of such courses was first recorded in the journal in an article in the Fall 1983 issue in which John E. Davis, the Executive Head of Field Services and Extension at the Ontario Institute for Studies in Education at Toronto, recounted the history of the use of correspondence courses by various parts of the world, but especially their use in Western Australia, New Zealand, and the United States. Although this methodology hardly fits our definition of \"technology\" today, it was the forerunner of delivering information to public school students without the physical presence of the teacher and with kits developed by others than the actual classroom teacher. Of course such courses had been available at the college level as early as 1918, but this was a new innovation for public schools. The information in this article proved of such interest to readers that it was expanded and rewritten for the Spring 1985 issue of the journal. In the article Davis wrote, \"Not only are correspondence courses now being used to supplement a school's curriculum, but also to permit students to work at varying degrees of pace. The have a special applicability to rural students who, even in these days of advanced mechanization, are (at different seasons of the year) called away from schools for periods of time to become members of the farm work force. The suggestion is not being made that correspondence courses should replace conventional classrooms and that teachers should become mere supervisors of correspondence classes. Rather, the idea is that the two might be used to complement each other. Davis's article deals only with the in-school use of correspondence materials. \"At their most ineffective level of use, such materials are provided to students who are then assigned study space somewhere in the school, most often in the library, and then are left to work more or less on their own. Experience shows, however, that only a small percentage of these students succeed [with this method]. ... On the other hand, when the students are supervised even in the sense of providing only moral support or giving assistance in understanding the questions, the percentage of successes rises dramatically (Davis and Ryan, 1980). This suggests that an important factor in the success of correspondence students is not just the availability of teacher assistance, but the regularity and immediacy of that assistance. The fact, of course, has long been recognized by proponents of computer-assisted instruction who are quick to emphasize the immediate f","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"87 1","pages":"31"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76384140","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 : 2019-12-30DOI: 10.35608/RURALED.V29I1.941
R. S. Meyers, Mike F. Desiderio
None.
一个也没有。
{"title":"Technology Empowered Transitions: Curriculum, Teachers' Practices, and . . . Change?","authors":"R. S. Meyers, Mike F. Desiderio","doi":"10.35608/RURALED.V29I1.941","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.941","url":null,"abstract":"<jats:p>None.</jats:p>","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78767693","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 : 2019-12-30DOI: 10.35608/RURALED.V31I2.952
Kristine Reed
The mobility of capital today has meant that unprecedented numbers of low-wage, low-skill jobs continue to be created in the nation's rural areas, and these jobs are often filled by culturally and linguistically diverse individuals. As a consequence, many rural areas are becoming just as diverse today as urban areas. The changing demographics have prompted efforts to incorporate multicultural education in to the curriculum of schools where ethnic diversity exists. However, research suggests that rural schools in homogenous populations are more likely to hold negative views of multicultural education. This article examines the history of multicultural education and the many schools of thought within multicultural education for the purpose of developing an approach better suited to rural schools.
{"title":"Multicultural Education for Rural Schools: Creating Relevancy in Rural America","authors":"Kristine Reed","doi":"10.35608/RURALED.V31I2.952","DOIUrl":"https://doi.org/10.35608/RURALED.V31I2.952","url":null,"abstract":"The mobility of capital today has meant that unprecedented numbers of low-wage, low-skill jobs continue to be created in the nation's rural areas, and these jobs are often filled by culturally and linguistically diverse individuals. As a consequence, many rural areas are becoming just as diverse today as urban areas. The changing demographics have prompted efforts to incorporate multicultural education in to the curriculum of schools where ethnic diversity exists. However, research suggests that rural schools in homogenous populations are more likely to hold negative views of multicultural education. This article examines the history of multicultural education and the many schools of thought within multicultural education for the purpose of developing an approach better suited to rural schools.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79083000","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 : 2019-12-30DOI: 10.35608/RURALED.V29I1.951
Richard Fisher
None
没有一个
{"title":"The Development of a Journal Relating to Rural Schools","authors":"Richard Fisher","doi":"10.35608/RURALED.V29I1.951","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.951","url":null,"abstract":"<jats:p>None</jats:p>","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83629366","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 : 2019-12-30DOI: 10.35608/ruraled.v29i1.943
A. Howley, R. Ramage
This article reports findings from a study of the perceptions of parents about the experience oflong bus rides on their children. Twenty-six parents, whose homes were located on the logest bus route in a rural Midwestern school district, provided interviews regarding the experiences of a total of 37 students. In the analysis of the interview data, three themes emerged: (1) atmosphere on the bus, (2) length of the bus ride, and (3) safety. Notably parents expressed concerns about the fact that long bus rides exposed their young children to the unsuitable language and behavior of older students.
{"title":"Parents' Perceptions of the Rural School Bus Ride","authors":"A. Howley, R. Ramage","doi":"10.35608/ruraled.v29i1.943","DOIUrl":"https://doi.org/10.35608/ruraled.v29i1.943","url":null,"abstract":"This article reports findings from a study of the perceptions of parents about the experience oflong bus rides on their children. Twenty-six parents, whose homes were located on the logest bus route in a rural Midwestern school district, provided interviews regarding the experiences of a total of 37 students. In the analysis of the interview data, three themes emerged: (1) atmosphere on the bus, (2) length of the bus ride, and (3) safety. Notably parents expressed concerns about the fact that long bus rides exposed their young children to the unsuitable language and behavior of older students.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75429250","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 : 2019-12-30DOI: 10.35608/ruraled.v29i1.939
Andrea D. Beesley, C. Anderson
Within the past three decades, a number of schools and districts, particularly those in rural areas, have moved toward a four-day school week. Recent articles and reprots indicate that there are now schools with four-day weeks in Colorado, Wyoming, South Dakota, Louisiana, New Mexico, Idaho, and Nebraska. The reasons for this shift include saving money int he face of declining enrollments and avoiding interruptions and abscences due to sports and activities. Districts contemplating the four-day week need current information about this alternative schedule and how it is working in schools around the country. This report is intended to summarize recent research and other articles on the four-day week and make recommendations to district personnel on whether and how it should be implemented.
{"title":"The Four-Day School Week","authors":"Andrea D. Beesley, C. Anderson","doi":"10.35608/ruraled.v29i1.939","DOIUrl":"https://doi.org/10.35608/ruraled.v29i1.939","url":null,"abstract":"Within the past three decades, a number of schools and districts, particularly those in rural areas, have moved toward a four-day school week. Recent articles and reprots indicate that there are now schools with four-day weeks in Colorado, Wyoming, South Dakota, Louisiana, New Mexico, Idaho, and Nebraska. The reasons for this shift include saving money int he face of declining enrollments and avoiding interruptions and abscences due to sports and activities. Districts contemplating the four-day week need current information about this alternative schedule and how it is working in schools around the country. This report is intended to summarize recent research and other articles on the four-day week and make recommendations to district personnel on whether and how it should be implemented.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81113682","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 : 2019-12-30DOI: 10.35608/RURALED.V29I1.940
R. Moody, K. Dale, M. Slattery, R. Wieland
"Just-in-time" delivery of goods and services was the call to action phrase of the 1990's, but in the 21st Century, just-in-time is too late. University leaders in principal preparation programs must not only respond to the call of the field, but also anticipate the needs even before school administrators recognize the content and skills necessary with which to lead. As building principals become increasingly accountable for integrating technology into instruction and infrastructure, principal preparation programs are more accountable to prepare principals to succeed in their leadership roles, acknowledge the impact of principals on student achievement and teacher performance, and accept our responsibility to reinvent preparation programs instead of just reforming them. Understanding the critical need for highly qualified administrators, today's preparation programs must contain essential technology content, be flexible and individualized, infused with real-world problem solving, based on current research, provide access through alternative delivery modes, and focus on state and national leadership standards. In the fall of 2004 the educational administration program faculty at Fort Hays State University (FHSU) embraced the call to action and began an extensive review of our principal preparation program. The resulting review of the literature and a program redesign sought to address me changing needs of prospective principals enrolled in our program. FHSU faculty considered the research that identified the principal as having an indirect positive impact on student learning through influencing the teacher (Quinn 2002). Faculty asked themselves what principals should know and be able to do in technology in light of the research that stated, "The teacher is a key variable in technology implementation and effectiveness. Technology's impact on teachers and their practice should be considered as important as student effects, for students move on, but teachers remain to influence many generations of students" (NCREL, p. 1). Although the redesign of the FHSU principal preparation program encompassed much more than technology, it was a key component of preparing our candidates adequately and helping them influence student achievement. This dedication to technology in the principal preparation program at FHSU is especially important when faculty considered the research finding of Kulik, Waxman, Connell, and Gray that identified technology, when used appropriately, as improving education in the effect-size range of between 0.30 and 0.40 (Valdez, 2004). The NCREL online document was a Critical Issue posting that was researched and written by Gilbert Valdez, Ph.D., senior advisor for technology and co-director of the North Central Eisenhower Mathematics and Science Consortium at Learning Point Associates. Research Questions In order to reinvent a program that reflected our program mission and core values of teaching and coaching ethical leaders of learning,
{"title":"The Essential Role of Integrating Technology Content and Skills into University Principal Preparation Programs","authors":"R. Moody, K. Dale, M. Slattery, R. Wieland","doi":"10.35608/RURALED.V29I1.940","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.940","url":null,"abstract":"\"Just-in-time\" delivery of goods and services was the call to action phrase of the 1990's, but in the 21st Century, just-in-time is too late. University leaders in principal preparation programs must not only respond to the call of the field, but also anticipate the needs even before school administrators recognize the content and skills necessary with which to lead. As building principals become increasingly accountable for integrating technology into instruction and infrastructure, principal preparation programs are more accountable to prepare principals to succeed in their leadership roles, acknowledge the impact of principals on student achievement and teacher performance, and accept our responsibility to reinvent preparation programs instead of just reforming them. Understanding the critical need for highly qualified administrators, today's preparation programs must contain essential technology content, be flexible and individualized, infused with real-world problem solving, based on current research, provide access through alternative delivery modes, and focus on state and national leadership standards. In the fall of 2004 the educational administration program faculty at Fort Hays State University (FHSU) embraced the call to action and began an extensive review of our principal preparation program. The resulting review of the literature and a program redesign sought to address me changing needs of prospective principals enrolled in our program. FHSU faculty considered the research that identified the principal as having an indirect positive impact on student learning through influencing the teacher (Quinn 2002). Faculty asked themselves what principals should know and be able to do in technology in light of the research that stated, \"The teacher is a key variable in technology implementation and effectiveness. Technology's impact on teachers and their practice should be considered as important as student effects, for students move on, but teachers remain to influence many generations of students\" (NCREL, p. 1). Although the redesign of the FHSU principal preparation program encompassed much more than technology, it was a key component of preparing our candidates adequately and helping them influence student achievement. This dedication to technology in the principal preparation program at FHSU is especially important when faculty considered the research finding of Kulik, Waxman, Connell, and Gray that identified technology, when used appropriately, as improving education in the effect-size range of between 0.30 and 0.40 (Valdez, 2004). The NCREL online document was a Critical Issue posting that was researched and written by Gilbert Valdez, Ph.D., senior advisor for technology and co-director of the North Central Eisenhower Mathematics and Science Consortium at Learning Point Associates. Research Questions In order to reinvent a program that reflected our program mission and core values of teaching and coaching ethical leaders of learning, ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"5 1","pages":"42"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80250462","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 : 2019-12-30DOI: 10.35608/RURALED.V29I1.947
J. Bryant
The article provides an overview of the turbulent and challenging times facing teachers and administrators in rural schools. The article examines literature from over the past decade to paint a full picture of the economic and social pressures exerting themselves in rural America and the impact these forces are having in rural schools. This work argues that rural education has been ignored too long by policy makers and even many Americans, and that this crime of omission has had disastrous consequences for many small communities. The article concludes with an examination of some of the tentative but hopeful steps that are being taken to address the crisis in rural education.
{"title":"Killing Mayberry: The Crisis in Rural American Education","authors":"J. Bryant","doi":"10.35608/RURALED.V29I1.947","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.947","url":null,"abstract":"The article provides an overview of the turbulent and challenging times facing teachers and administrators in rural schools. The article examines literature from over the past decade to paint a full picture of the economic and social pressures exerting themselves in rural America and the impact these forces are having in rural schools. This work argues that rural education has been ignored too long by policy makers and even many Americans, and that this crime of omission has had disastrous consequences for many small communities. The article concludes with an examination of some of the tentative but hopeful steps that are being taken to address the crisis in rural education.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"125 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79651068","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 : 2019-12-30DOI: 10.35608/RURALED.V29I1.945
G. Fredrickson
A decade ago a study was completed on the "Typical" Superintendent in South Dakota (Uhl & Engelking, 1993). Since that time, an administrative mandate has occurred in the state that has affected the top administrative job. As of July, 1996, the requirement of a superintendent's endorsement as a condition of employment as the chief of a school district was eliminated. The state created the "CEO" (Chief Executive Officer) of local school districts. These CEOs could serve as the lead administrative officer of a local school district without any forma] training in education. There seemed to be an assumption among policy makers that principals and other school employees would step into the CEO option and little negative impact would occur. Indeed. Governor Janklow was famous in local circles for his comment that any local barber could run a school district. The CEO option began to have immediate impact. During the 1996-97 school year, the state had 15 CEO's in the position of superintendent (No data on full time teaching equivalencies (FTEs) was available). During the 1997-98 school year the state listed 13.5 FTE's as CEO's in the superintendency. The 1998-99 school year saw the third increase in CEO's with the state listing 18.17 FTE's. During the 1999-2000 school year, 24.25 FTE's were CEO's. During me 2000-2001 school year, the data was not available but responses to me survey sent out by this researcher found that 29 respondents identified themselves as a CEO or about twice as many as during the initial year of 1996-97. This increase in the use of CEO's is occurring at the same time the state reported a 9.5% drop in the numbers of administrators in the state since 1988. During the winter of 2000, superintendents and CEO's in South Dakota's public K-12 school districts were surveyed to determine: * What percentage of the schools were currently using the CEO alternative. * What geographic areas of the state, if any, were using the alternative most heavily. * What was the breakdown of the various levels of training of both CEO's and Superintendents. * What type of support and professional development was most desired by those serving as the top administrator of a school district. * What were the future plans of people currently serving as CEO's" Of the 170 surveys sent to local school superintendents/CEO's. 155 were returned. This was a response rate of 91%. Of the 155 practitioners responding, 29 indicated they were a CEO and lacked the superintendent's certificate. So, during the 2000-2001 school year, 19% of the school districts in South Dakota were being led by CEO's. CEO's by Geographic Region The survey respondents were asked to include their zip code so that area of the state could be identified. The state was divided into roughly four equal quadrants. Of the 29 self reported CEO's, seventeen were located in the Northeast Quadrant, five were located in the Southeast Quadrant, two were located in the Southwest Quadrant, and five were located in
{"title":"The Emergence of the CEO","authors":"G. Fredrickson","doi":"10.35608/RURALED.V29I1.945","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.945","url":null,"abstract":"A decade ago a study was completed on the \"Typical\" Superintendent in South Dakota (Uhl & Engelking, 1993). Since that time, an administrative mandate has occurred in the state that has affected the top administrative job. As of July, 1996, the requirement of a superintendent's endorsement as a condition of employment as the chief of a school district was eliminated. The state created the \"CEO\" (Chief Executive Officer) of local school districts. These CEOs could serve as the lead administrative officer of a local school district without any forma] training in education. There seemed to be an assumption among policy makers that principals and other school employees would step into the CEO option and little negative impact would occur. Indeed. Governor Janklow was famous in local circles for his comment that any local barber could run a school district. The CEO option began to have immediate impact. During the 1996-97 school year, the state had 15 CEO's in the position of superintendent (No data on full time teaching equivalencies (FTEs) was available). During the 1997-98 school year the state listed 13.5 FTE's as CEO's in the superintendency. The 1998-99 school year saw the third increase in CEO's with the state listing 18.17 FTE's. During the 1999-2000 school year, 24.25 FTE's were CEO's. During me 2000-2001 school year, the data was not available but responses to me survey sent out by this researcher found that 29 respondents identified themselves as a CEO or about twice as many as during the initial year of 1996-97. This increase in the use of CEO's is occurring at the same time the state reported a 9.5% drop in the numbers of administrators in the state since 1988. During the winter of 2000, superintendents and CEO's in South Dakota's public K-12 school districts were surveyed to determine: * What percentage of the schools were currently using the CEO alternative. * What geographic areas of the state, if any, were using the alternative most heavily. * What was the breakdown of the various levels of training of both CEO's and Superintendents. * What type of support and professional development was most desired by those serving as the top administrator of a school district. * What were the future plans of people currently serving as CEO's\" Of the 170 surveys sent to local school superintendents/CEO's. 155 were returned. This was a response rate of 91%. Of the 155 practitioners responding, 29 indicated they were a CEO and lacked the superintendent's certificate. So, during the 2000-2001 school year, 19% of the school districts in South Dakota were being led by CEO's. CEO's by Geographic Region The survey respondents were asked to include their zip code so that area of the state could be identified. The state was divided into roughly four equal quadrants. Of the 29 self reported CEO's, seventeen were located in the Northeast Quadrant, five were located in the Southeast Quadrant, two were located in the Southwest Quadrant, and five were located in","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"15 1","pages":"27-31"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89648539","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 : 2019-12-30DOI: 10.35608/ruraled.v29i1.949
M. Gammon, P. Hodges
As we reviewed articles from past issues of the NREA professional journals, we were struck by the dichotomy of how rural schools are faced with some of the same issues today as they were years ago: isolation, finding and keeping good leaders, training teachers, and changing curricula demands. We were also reminded of the impact of developing technology on the rural cultures: availability of broader curricula, the problem of the affordability of such innovations, and training of faculty and staff to use the technology for instruction. "The recent awakening in the study of rural life has given to the rural school a new task and a new responsibility . . . To the end that the school may meet more adequately the demands of the new "ruralism", better trained teachers are needed-teachers who have a clear conception of the mission of the new rural school and an enthusiasm born of a knowledge of what ought to be done and how it may be accomplished." This quote, taken from the first volume in a series of teacher education texts published in 1917 entitled Rural School Management (p. ix), illustrates the persistence of the problems faced by schools that are more commonly defined by their demographics or distances from cities. "The U.S. Census Bureau defined rural as 'a residential category of places outside urbanized areas in open country, or in communities with less than 2,500 inhabitants, or where the populations density is less that 1,000 inhabitants per square mile'" (cited in Stern, 1994; cited in Horn, 1995; cited in Oliver, 2007). In other words, rural has typically been defined by their "distance from a city, population density, apparent isolation, availability of resources, homogeneity of population, and similar characteristics" (Oliver, 2007). While the "new ruralism" of 1917 was centered on the then new practice of providing educational services outside of city limits, we can say that the "new ruralism" of today struggles with the very definition of rural, even though finding and keeping effective leaders, finding and training highly qualified teachers, providing state-of-the-art technology, and meeting state and federal curricula mandates still take precedence. An adjunct to the definition of rural may be understanding how the "rural myth" may have changed in recent years. The commonly held myth includes references to rural life as "safe, peaceful, and good" (Oliver 2007) or that rural schools have "less specialization among teachers, less equipment both in and out of classroom, and less bureaucracy...greater tendency toward teaching the aspects of basic education, more recognition of the individual contributions, and more relaxed relationships between faculty, administration and staff' (Sher, 1983 cited in Oliver 2007). Our current "new ruralism" takes issue with the myth that rural communities are mostly agrarian in nature, although some still are, and that these communities exist outside the mainstream of American urban culture. The myth inclu
{"title":"A View from the Past","authors":"M. Gammon, P. Hodges","doi":"10.35608/ruraled.v29i1.949","DOIUrl":"https://doi.org/10.35608/ruraled.v29i1.949","url":null,"abstract":"As we reviewed articles from past issues of the NREA professional journals, we were struck by the dichotomy of how rural schools are faced with some of the same issues today as they were years ago: isolation, finding and keeping good leaders, training teachers, and changing curricula demands. We were also reminded of the impact of developing technology on the rural cultures: availability of broader curricula, the problem of the affordability of such innovations, and training of faculty and staff to use the technology for instruction. \"The recent awakening in the study of rural life has given to the rural school a new task and a new responsibility . . . To the end that the school may meet more adequately the demands of the new \"ruralism\", better trained teachers are needed-teachers who have a clear conception of the mission of the new rural school and an enthusiasm born of a knowledge of what ought to be done and how it may be accomplished.\" This quote, taken from the first volume in a series of teacher education texts published in 1917 entitled Rural School Management (p. ix), illustrates the persistence of the problems faced by schools that are more commonly defined by their demographics or distances from cities. \"The U.S. Census Bureau defined rural as 'a residential category of places outside urbanized areas in open country, or in communities with less than 2,500 inhabitants, or where the populations density is less that 1,000 inhabitants per square mile'\" (cited in Stern, 1994; cited in Horn, 1995; cited in Oliver, 2007). In other words, rural has typically been defined by their \"distance from a city, population density, apparent isolation, availability of resources, homogeneity of population, and similar characteristics\" (Oliver, 2007). While the \"new ruralism\" of 1917 was centered on the then new practice of providing educational services outside of city limits, we can say that the \"new ruralism\" of today struggles with the very definition of rural, even though finding and keeping effective leaders, finding and training highly qualified teachers, providing state-of-the-art technology, and meeting state and federal curricula mandates still take precedence. An adjunct to the definition of rural may be understanding how the \"rural myth\" may have changed in recent years. The commonly held myth includes references to rural life as \"safe, peaceful, and good\" (Oliver 2007) or that rural schools have \"less specialization among teachers, less equipment both in and out of classroom, and less bureaucracy...greater tendency toward teaching the aspects of basic education, more recognition of the individual contributions, and more relaxed relationships between faculty, administration and staff' (Sher, 1983 cited in Oliver 2007). Our current \"new ruralism\" takes issue with the myth that rural communities are mostly agrarian in nature, although some still are, and that these communities exist outside the mainstream of American urban culture. The myth inclu","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"78 1","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81292593","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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