Pub Date : 2020-09-16DOI: 10.1177/8756870520958114
Patricia Tremmel, Rachel Myers, David A. Brunow, Brittany L. Hott
As a result of the COVID-19 pandemic, many school districts have moved from brick-and-mortar instruction to remote instruction with little planning time and limited resources. Rural localities, already facing barriers and hardships, attempted to provide special education and related services in accordance with rapidly changing state and federal guidelines. Despite funding difficulties and challenges with serving students eligible for special education during a pandemic, there are districts that leveraged the strengths of rural communities to meet student and family needs. Commerce Independent School District is one exemplar. The purpose of this article is to highlight successes and lessons learned to offer guidance to districts as we continue to navigate challenges associated with the COVID-19 pandemic.
{"title":"Educating Students With Disabilities During the COVID-19 Pandemic: Lessons Learned From Commerce Independent School District","authors":"Patricia Tremmel, Rachel Myers, David A. Brunow, Brittany L. Hott","doi":"10.1177/8756870520958114","DOIUrl":"https://doi.org/10.1177/8756870520958114","url":null,"abstract":"As a result of the COVID-19 pandemic, many school districts have moved from brick-and-mortar instruction to remote instruction with little planning time and limited resources. Rural localities, already facing barriers and hardships, attempted to provide special education and related services in accordance with rapidly changing state and federal guidelines. Despite funding difficulties and challenges with serving students eligible for special education during a pandemic, there are districts that leveraged the strengths of rural communities to meet student and family needs. Commerce Independent School District is one exemplar. The purpose of this article is to highlight successes and lessons learned to offer guidance to districts as we continue to navigate challenges associated with the COVID-19 pandemic.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"201 - 210"},"PeriodicalIF":1.5,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520958114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225861","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 : 2020-09-01DOI: 10.1177/8756870520952566
Ginevra Courtade
In this third issue of Volume 39, we are pleased to present four research reports and a program description from colleagues across the country. In the first article, Pindiprolu and Marks provide the results of an exploratory study examining the effects of two parent-implemented computer-based programs on the reading skills of students at-risk of reading failure during a summer break, as well as a description of parental and student perceptions regarding the effectiveness and desirability of the programs. The results suggest that both programs facilitated gains in phonemic awareness and phonics. The authors provide a description of the computer programs, results, implications, and limitations of the study. Next, DiMartino and Schultz provide the results of a study focused on stakeholders’ perceptions of device use in eighth grade cohort in a rural school, differences between device use by students with and without disabilities, and an awareness of student screen time exposure and its potential consequences. The authors used qualitative methods to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” The authors offer implications for practice and future inquiry. Diamond, Demchak, and Abernathy sought to understand current rural school principals’ perceptions regarding various factors impacting the selection of teacher candidates. The authors used data collected from an online, crosssectional survey to investigate these perceptions. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program; look for specific factors such as experience, those who are known in the community, cooperating/ lead teacher evaluations, and areas of licenses held among teacher candidates; and report a preference toward hiring applicants who hold a dual license in elementary and special education. Implications for practice and suggestions for future research are also discussed. The final research report is delivered by Furno, Demchak, and Bingham. In this piece, the authors describe the results of a multiple probe across participant design used to examine the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool, first, and second grade in a rural district. All participants demonstrated improved attending behaviors and compliance to directions with SFA with the focus on children who are DHH, with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. The authors describe SFA as an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for c
{"title":"Riding Fences","authors":"Ginevra Courtade","doi":"10.1177/8756870520952566","DOIUrl":"https://doi.org/10.1177/8756870520952566","url":null,"abstract":"In this third issue of Volume 39, we are pleased to present four research reports and a program description from colleagues across the country. In the first article, Pindiprolu and Marks provide the results of an exploratory study examining the effects of two parent-implemented computer-based programs on the reading skills of students at-risk of reading failure during a summer break, as well as a description of parental and student perceptions regarding the effectiveness and desirability of the programs. The results suggest that both programs facilitated gains in phonemic awareness and phonics. The authors provide a description of the computer programs, results, implications, and limitations of the study. Next, DiMartino and Schultz provide the results of a study focused on stakeholders’ perceptions of device use in eighth grade cohort in a rural school, differences between device use by students with and without disabilities, and an awareness of student screen time exposure and its potential consequences. The authors used qualitative methods to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” The authors offer implications for practice and future inquiry. Diamond, Demchak, and Abernathy sought to understand current rural school principals’ perceptions regarding various factors impacting the selection of teacher candidates. The authors used data collected from an online, crosssectional survey to investigate these perceptions. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program; look for specific factors such as experience, those who are known in the community, cooperating/ lead teacher evaluations, and areas of licenses held among teacher candidates; and report a preference toward hiring applicants who hold a dual license in elementary and special education. Implications for practice and suggestions for future research are also discussed. The final research report is delivered by Furno, Demchak, and Bingham. In this piece, the authors describe the results of a multiple probe across participant design used to examine the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool, first, and second grade in a rural district. All participants demonstrated improved attending behaviors and compliance to directions with SFA with the focus on children who are DHH, with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. The authors describe SFA as an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for c","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"115 - 115"},"PeriodicalIF":1.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520952566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44556994","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 : 2020-06-24DOI: 10.1177/8756870520932919
Christopher J. Rivera, Bethany R. McKissick, Madison Adams
Forty-one states and 928 teacher preparation programs across the United States are using the Teaching Performance Assessment (edTPA) as an evaluation tool to determine teacher readiness and/or meet licensure requirements. Nationwide, pre-service special education teachers struggle to demonstrate proficiency in specific areas of the edTPA (i.e., plan assessments to monitor and support student learning, analyze teaching effectiveness, and incorporate learner feedback into future learning goals). A commonality across these areas is the incorporation of self-determination skills (e.g., self-regulation) into student learning. Assisting pre-service special education teachers to help students become more self-determined may increase these lower scores on the edTPA. More importantly, increasing self-determination is particularly important for students with disabilities in rural areas who often face challenges related to poverty, decreased opportunities for post-school employment, and underemployment due to geographic location and isolation. This article provides a description of how a special education department sought to assist pre-service special educators in embedding self-regulatory behaviors within lesson plans to better promote self-determination for their students in rural communities across eastern North Carolina.
{"title":"edTPA: Assisting Rural Special Education Teacher Candidates to Incorporate Self-Regulation Skills in Planning and Instruction","authors":"Christopher J. Rivera, Bethany R. McKissick, Madison Adams","doi":"10.1177/8756870520932919","DOIUrl":"https://doi.org/10.1177/8756870520932919","url":null,"abstract":"Forty-one states and 928 teacher preparation programs across the United States are using the Teaching Performance Assessment (edTPA) as an evaluation tool to determine teacher readiness and/or meet licensure requirements. Nationwide, pre-service special education teachers struggle to demonstrate proficiency in specific areas of the edTPA (i.e., plan assessments to monitor and support student learning, analyze teaching effectiveness, and incorporate learner feedback into future learning goals). A commonality across these areas is the incorporation of self-determination skills (e.g., self-regulation) into student learning. Assisting pre-service special education teachers to help students become more self-determined may increase these lower scores on the edTPA. More importantly, increasing self-determination is particularly important for students with disabilities in rural areas who often face challenges related to poverty, decreased opportunities for post-school employment, and underemployment due to geographic location and isolation. This article provides a description of how a special education department sought to assist pre-service special educators in embedding self-regulatory behaviors within lesson plans to better promote self-determination for their students in rural communities across eastern North Carolina.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"167 - 175"},"PeriodicalIF":1.5,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520932919","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45777426","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 : 2020-06-01DOI: 10.1177/8756870519887159
Georgina Rivera-Singletary, A. Cranston-Gingras
Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.
{"title":"Students With Disabilities From Migrant Farmworker Families: Parent Perspectives","authors":"Georgina Rivera-Singletary, A. Cranston-Gingras","doi":"10.1177/8756870519887159","DOIUrl":"https://doi.org/10.1177/8756870519887159","url":null,"abstract":"Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"60 - 70"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519887159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310545","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 : 2020-06-01DOI: 10.1177/8756870519879066
P. Peterson, Alma M. Sandigo, S. Stoddard, Kathleen Abou-Rjaily, Judith Ulrich
Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.
{"title":"Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators","authors":"P. Peterson, Alma M. Sandigo, S. Stoddard, Kathleen Abou-Rjaily, Judith Ulrich","doi":"10.1177/8756870519879066","DOIUrl":"https://doi.org/10.1177/8756870519879066","url":null,"abstract":"Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"71 - 81"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519879066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268343","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 : 2020-06-01DOI: 10.1177/8756870519892883
Sara L. Jozwik, Yojanna Cuenca-Carlino
Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.
{"title":"Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities","authors":"Sara L. Jozwik, Yojanna Cuenca-Carlino","doi":"10.1177/8756870519892883","DOIUrl":"https://doi.org/10.1177/8756870519892883","url":null,"abstract":"Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"82 - 90"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519892883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48221467","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 : 2020-06-01DOI: 10.1177/8756870519892886
Brandon Rennie, Anisa N. Goforth
This article describes the results of a qualitative investigation of social changes and challenges for rural adolescents who have a traumatic brain injury (TBI). We interviewed adolescents with mild to moderate TBI and their mothers using an iterative approach based in grounded theory. Interviews focused on social adjustment and interaction as well as environmental variables, especially those related to the adolescents’ rural status. In-depth interviews produced multifaceted and interrelated social process themes expressed by participants in the study. Four umbrella themes emerged, which were personal change, environmental response, social needs, and facilitators and inhibitors of intentional changes (FIICs). These themes, and their subthemes, capture both assets and needs as they develop over time and provide guidance for both researchers and practitioners working with adolescents who have a TBI.
{"title":"A Qualitative Examination of Social Changes and Challenges in Rural Adolescents With Traumatic Brain Injury","authors":"Brandon Rennie, Anisa N. Goforth","doi":"10.1177/8756870519892886","DOIUrl":"https://doi.org/10.1177/8756870519892886","url":null,"abstract":"This article describes the results of a qualitative investigation of social changes and challenges for rural adolescents who have a traumatic brain injury (TBI). We interviewed adolescents with mild to moderate TBI and their mothers using an iterative approach based in grounded theory. Interviews focused on social adjustment and interaction as well as environmental variables, especially those related to the adolescents’ rural status. In-depth interviews produced multifaceted and interrelated social process themes expressed by participants in the study. Four umbrella themes emerged, which were personal change, environmental response, social needs, and facilitators and inhibitors of intentional changes (FIICs). These themes, and their subthemes, capture both assets and needs as they develop over time and provide guidance for both researchers and practitioners working with adolescents who have a TBI.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"103 - 91"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870519892886","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346653","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 : 2020-05-22DOI: 10.1177/8756870520921638
Nicholas A. DiMartino, Susan E. Schultz
As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of student screen time exposure and its potential consequences. Basic qualitative methods were used to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time in an eighth-grade cohort in a rural western New York school. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” Implications for practice and future inquiry are reported.
{"title":"Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?","authors":"Nicholas A. DiMartino, Susan E. Schultz","doi":"10.1177/8756870520921638","DOIUrl":"https://doi.org/10.1177/8756870520921638","url":null,"abstract":"As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of student screen time exposure and its potential consequences. Basic qualitative methods were used to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time in an eighth-grade cohort in a rural western New York school. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” Implications for practice and future inquiry are reported.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"128 - 137"},"PeriodicalIF":1.5,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520921638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47831724","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 : 2020-05-10DOI: 10.1177/8756870520912996
L. Diamond, M. Demchak, T. Abernathy
Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.
{"title":"A Survey of Rural Principals: Preferences Regarding Teacher Candidates","authors":"L. Diamond, M. Demchak, T. Abernathy","doi":"10.1177/8756870520912996","DOIUrl":"https://doi.org/10.1177/8756870520912996","url":null,"abstract":"Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"39 1","pages":"138 - 151"},"PeriodicalIF":1.5,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8756870520912996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43461917","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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