Pub Date : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p25-39
Erik Kormos, Kendra Wisdom
In this era of rapid technological innovation, teachers in rural public schools employ a variety of educational technology tools to facilitate student learning. However, little information is known about these teachers’ usage frequencies and perceptions of effectiveness of technology in the learning process. Furthermore, limited research exists related to the barriers rural teachers face in their adoption and use of technology. Utilizing a quantitative approach, this study investigated these perceptions among rural teachers. Findings revealed rural educators have differing opinions on usage and effectiveness of various web-based technologies and software. Teachers revealed personal trial and error as the most common way of new technology knowledge and skill acquisition. Participants reported budgetary issues as the largest barrier to technology implementation, followed by student internet access at home. Suggestions are provided so administrators and teachers can adopt and integrate appropriate educational technology tools to maximize student learning.
{"title":"Rural Schools and the Digital Divide","authors":"Erik Kormos, Kendra Wisdom","doi":"10.3776/tpre.2021.v11n1p25-39","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p25-39","url":null,"abstract":"In this era of rapid technological innovation, teachers in rural public schools employ a variety of educational technology tools to facilitate student learning. However, little information is known about these teachers’ usage frequencies and perceptions of effectiveness of technology in the learning process. Furthermore, limited research exists related to the barriers rural teachers face in their adoption and use of technology. Utilizing a quantitative approach, this study investigated these perceptions among rural teachers. Findings revealed rural educators have differing opinions on usage and effectiveness of various web-based technologies and software. Teachers revealed personal trial and error as the most common way of new technology knowledge and skill acquisition. Participants reported budgetary issues as the largest barrier to technology implementation, followed by student internet access at home. Suggestions are provided so administrators and teachers can adopt and integrate appropriate educational technology tools to maximize student learning.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p1
Laura Levi Altstaedter
{"title":"Letter from the Editor","authors":"Laura Levi Altstaedter","doi":"10.3776/tpre.2021.v11n1p1","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p1","url":null,"abstract":"","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48462937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p40-59
Que Tran, Monte Meyerink, A. Aylward, Fenqjen Luo
Rural students account for almost 20% of the US K-12 students, but rural context varies from state to state. This study uses a statewide longitudinal sample (N = 3,119) to analyze college enrollment and STEM major choice patterns of Montana’s public high school students in the academic years of 2013-2017. The binary logistic regressions showed that Montanan students are more likely to enroll into a 4-year institution than a 2-year institution. Also, students enrolled at a 4-year institution are more likely to consider STEM majors than students at a 2-year institution. Although high school GPA and ACT STEM scores are strong predictors for both college enrollment and STEM major choice, findings for race/ethnicity, gender, and free or reduced-price lunch status varied across the two outcomes. Specifically, race/ethnicity contributes to variation in college enrollment, but not STEM major choice. Similarly, free or reduced-price lunch status in high school is predictive of college enrollment, but not for STEM major choice. Although there was no difference in college enrollment type for gender, male students are more likely to select a STEM major, and this trend occurs at a rate of three times higher at a 4-year institution versus a 2-year institution. Our findings provide additional nuances of rural students, contributing to the understanding of their college enrollment and STEM major choices in the context of Montana - a large geographic, low populous state - which has received less attention than urban and high-density states.
{"title":"College Enrollment and STEM Major Choice in a Rural State","authors":"Que Tran, Monte Meyerink, A. Aylward, Fenqjen Luo","doi":"10.3776/tpre.2021.v11n1p40-59","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p40-59","url":null,"abstract":"Rural students account for almost 20% of the US K-12 students, but rural context varies from state to state. This study uses a statewide longitudinal sample (N = 3,119) to analyze college enrollment and STEM major choice patterns of Montana’s public high school students in the academic years of 2013-2017. The binary logistic regressions showed that Montanan students are more likely to enroll into a 4-year institution than a 2-year institution. Also, students enrolled at a 4-year institution are more likely to consider STEM majors than students at a 2-year institution. Although high school GPA and ACT STEM scores are strong predictors for both college enrollment and STEM major choice, findings for race/ethnicity, gender, and free or reduced-price lunch status varied across the two outcomes. Specifically, race/ethnicity contributes to variation in college enrollment, but not STEM major choice. Similarly, free or reduced-price lunch status in high school is predictive of college enrollment, but not for STEM major choice. Although there was no difference in college enrollment type for gender, male students are more likely to select a STEM major, and this trend occurs at a rate of three times higher at a 4-year institution versus a 2-year institution. Our findings provide additional nuances of rural students, contributing to the understanding of their college enrollment and STEM major choices in the context of Montana - a large geographic, low populous state - which has received less attention than urban and high-density states. ","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44692024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/TPRE.2021.V11N1P60-75
S. Dunstan, Mihaela Henderson, E. Griffith, Audrey J. Jaeger, Carrie L. Zelna
Rural students have unique characteristics that necessitate further exploration when analyzing assessment and student success data. From assessment, programming, and policy standpoints, intentionality in selection of a definition of rural is critical to prevent making inappropriate or inaccurate decisions. In this study, we sought to compare three definitions of rurality to better help understand this issue and to select a definition that we believe is most appropriate for use at a large research institution in a largely rural state.
{"title":"Defining Rural","authors":"S. Dunstan, Mihaela Henderson, E. Griffith, Audrey J. Jaeger, Carrie L. Zelna","doi":"10.3776/TPRE.2021.V11N1P60-75","DOIUrl":"https://doi.org/10.3776/TPRE.2021.V11N1P60-75","url":null,"abstract":"Rural students have unique characteristics that necessitate further exploration when analyzing assessment and student success data. From assessment, programming, and policy standpoints, intentionality in selection of a definition of rural is critical to prevent making inappropriate or inaccurate decisions. In this study, we sought to compare three definitions of rurality to better help understand this issue and to select a definition that we believe is most appropriate for use at a large research institution in a largely rural state.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p142-144
J. Longhurst
A review of the book: Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, by Amy Price Azano, Devon Brenner, Jayne Downey, Karen Eppley and Ann K. Schulte: New York, NY: Routledge, 2021. ISBN: 9780367376383. 292 pages.
{"title":"Book Review of Teaching in Rural Places","authors":"J. Longhurst","doi":"10.3776/tpre.2021.v11n1p142-144","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p142-144","url":null,"abstract":"A review of the book: Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, by Amy Price Azano, Devon Brenner, Jayne Downey, Karen Eppley and Ann K. Schulte: New York, NY: Routledge, 2021. ISBN: 9780367376383. 292 pages.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44925859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p124-141
R. Potter, A. Henning, Tara Haskins
This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.
{"title":"Transition to Teaching","authors":"R. Potter, A. Henning, Tara Haskins","doi":"10.3776/tpre.2021.v11n1p124-141","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p124-141","url":null,"abstract":"This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45156485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/tpre.2020.v10n1p2-24
Beverly Sande, C. Kemp, Camille Burnett, Jerrel Moore
The recent worldwide pandemic, COVID-19, pushed students of all ages to remote learning in a matter of days. This abrupt change in the mode of delivery of instruction affected students differently. The researchers share findings of a study conducted among university preservice education students from Texas and Ohio concerning students' preparedness for this drastic change. The study sought to identify and document recurring themes about the students' experiences of remote learning and to determine how significantly socioeconomic status (SES), sociocultural values (SCV), and socioemotional learning (SEL) aspects impacted students’ transition to remote learning at these universities. Implications for university instructors and ways to improve educational experiences during such unprecedented times are discussed.
{"title":"Student Preparedness for Emergency Remote Learning","authors":"Beverly Sande, C. Kemp, Camille Burnett, Jerrel Moore","doi":"10.3776/tpre.2020.v10n1p2-24","DOIUrl":"https://doi.org/10.3776/tpre.2020.v10n1p2-24","url":null,"abstract":"The recent worldwide pandemic, COVID-19, pushed students of all ages to remote learning in a matter of days. This abrupt change in the mode of delivery of instruction affected students differently. The researchers share findings of a study conducted among university preservice education students from Texas and Ohio concerning students' preparedness for this drastic change. The study sought to identify and document recurring themes about the students' experiences of remote learning and to determine how significantly socioeconomic status (SES), sociocultural values (SCV), and socioemotional learning (SEL) aspects impacted students’ transition to remote learning at these universities. Implications for university instructors and ways to improve educational experiences during such unprecedented times are discussed.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42858355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p113-123
Karen S Voytecki, P. Anderson
Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, the authors share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. In order to provide models of conspicuous collaboration, the authors participated in a project to co-teach aspects of general and special education teacher preparation courses at the undergraduate and graduate levels. The instructors examined their own courses, analyzing the content for each class to design class activities and assignments that could successfully be accomplished by working together and completing meaningful learning activities in multiple ways. Each faculty member delivered their assigned course, adding special collaborative learning activities and assignments that allowed students to have interactive and collaborative experiences while seeing the impact of collaboration of the instructors. Opportunities to demonstrate collaboration became apparent to the authors as students questioned repeatedly how rural K-12 teachers work to best meet the needs of their students. Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, we share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. To provide models of conspicuous collaboration, we collaborated in a project to co-teach general and special education teacher preparation courses at the undergraduate and graduate levels. We examined our own courses to design class activities and assignments that could be successfully co-taught. Each of us delivered our individual course, adding special collaborative learning activities and assignments that allowed students to experience interactive, collaborative learning while observing the purposeful collaboration of their instructors. Both of us—together with our preservice and inservice teachers—realized that optimal collaboration included clarifying roles and responsibilities, displaying respect toward the collaborative partner, holding one another accountable, setting aside time for planning and debriefing, and considering ways to combine classroom assignments and learning activities that met the requirements of both courses.
{"title":"Modeling Conspicuous Collaboration for Preservice Teacher Candidates Enrolled in Higher Education Courses","authors":"Karen S Voytecki, P. Anderson","doi":"10.3776/tpre.2021.v11n1p113-123","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p113-123","url":null,"abstract":"Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, the authors share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. In order to provide models of conspicuous collaboration, the authors participated in a project to co-teach aspects of general and special education teacher preparation courses at the undergraduate and graduate levels. The instructors examined their own courses, analyzing the content for each class to design class activities and assignments that could successfully be accomplished by working together and completing meaningful learning activities in multiple ways. Each faculty member delivered their assigned course, adding special collaborative learning activities and assignments that allowed students to have interactive and collaborative experiences while seeing the impact of collaboration of the instructors. Opportunities to demonstrate collaboration became apparent to the authors as students questioned repeatedly how rural K-12 teachers work to best meet the needs of their students. Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, we share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. To provide models of conspicuous collaboration, we collaborated in a project to co-teach general and special education teacher preparation courses at the undergraduate and graduate levels. We examined our own courses to design class activities and assignments that could be successfully co-taught. Each of us delivered our individual course, adding special collaborative learning activities and assignments that allowed students to experience interactive, collaborative learning while observing the purposeful collaboration of their instructors. Both of us—together with our preservice and inservice teachers—realized that optimal collaboration included clarifying roles and responsibilities, displaying respect toward the collaborative partner, holding one another accountable, setting aside time for planning and debriefing, and considering ways to combine classroom assignments and learning activities that met the requirements of both courses.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068040","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 : 2020-10-30DOI: 10.3776/tpre.2020.v10n2p147
Tpre
Identification of Editorial Leadership, Associate Editors, Joyner Library Liaison, and Review Board
确定编辑领导层、副编辑、Joyner图书馆联络人和审查委员会
{"title":"Editorial Board & Reviewers for Volume 10, Number 2","authors":"Tpre","doi":"10.3776/tpre.2020.v10n2p147","DOIUrl":"https://doi.org/10.3776/tpre.2020.v10n2p147","url":null,"abstract":"Identification of Editorial Leadership, Associate Editors, Joyner Library Liaison, and Review Board","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49442726","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 : 2020-06-17DOI: 10.3776/tpre.2020.v10n1p145
Diane D. Kester
{"title":"Editorial Board and Reviewers","authors":"Diane D. Kester","doi":"10.3776/tpre.2020.v10n1p145","DOIUrl":"https://doi.org/10.3776/tpre.2020.v10n1p145","url":null,"abstract":"","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43439103","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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