bluuebunny/crossref_metadata_2025 huggingface dataset:
Fatores de risco associados ao desenvolvimento de bulimia e anorexia nervosa em estudantes universitários: uma revisão integrativa
Authors: Nunes Lívia Garcia , Santos Mariana Cristina Silva , Souza Anelise Andrade
Published: July 2019

Os transtornos de comportamento alimentar são denominados distúrbios psiquiátricos de etiologia multifatorial, caracterizados por consumo, padrões e atitudes alimentares extremamente distorcidas e preocupação exagerada com o peso eforma corporal, sendo os mais conhecidos a Bulimia e Anorexia Nervosa. O objetivo do estudo foi realizar uma revisão integrativa sobre os fatores de risco associados ao desenvolvimento destes transtornos em estudantes universitários. As bases de dados utilizadas para pesquisa foram Latin American andCaribbean Health Science LiteratureDatabase e Scientific Eletronic Library Online. Os critérios de inclusão para a escolha dos artigos foram população de jovens universitários; estudos experimentais ou não; estudos em português, inglês e espanhol, publicados no período de 2005 a 2015. Foram selecionados 41 artigos que estavam relacionados ao tema e utilizados 11 que estavam de acordo com os critérios de inclusão. Os resultados da revisão revelaram como fatores de risco para desenvolvimento dos transtornos a insatisfação e distorção da imagem corporal, sexo feminino, estudante do curso de nutrição e educação física, ambiente universitário estressante, sobrepeso e obesidade, idade, cultura familiar, contato com experiências alimentares inadequadas, supervalorização do peso e práticas incorretas de controle do peso. Conclui-se que esses fatores de risco refletem diretamente no aparecimento dos sintomas da doença e dessa forma, torna-se indispensável realização de estratégias a fim de identificar precocemente os sinais e sintomas das doenças evitando o desenvolvimento da bulimia e anorexia nervosa nesses estudantes, assim como medidas educativas junto a toda população.
Avaliação do posicionamento de terceiros molares inferiores retidos e sua possível correlação com o ângulo goníaco
Authors: Ribeiro Dalila Marinho , Garcia Patrícia Rettore Ferreira , Francisco Taís Nogueira , Oliveira Rodrigo Guerra , Verner Francielle Silvestre
Published: July 2019

Dente retido é aquele que por motivos mecânicos ou patológicos não erupciona quando atinge seu período fisiológico de erupção. Os terceiros molares inferiores são os elementos que mais comumente podem tornar-se retidos. O ângulo goníaco indica o grau de inclinação entre o corpo e o ramo da mandíbula, sendo utilizado para diagnóstico das desordens craniofaciais e avaliação do padrão de crescimento dos pacientes. O objetivo no presente estudo foi verificar a correlação entre o ângulo goníaco e a posição de terceiros molares inferiores retidos. Foram incluídas neste estudo radiografias panorâmicas de 298 pacientes, 148 homens e 150 mulheres, que apresentavam os dentes 38 e 48 completamente formados e retidos. Foram analisadas as posições dos terceiros molares por meio das classificações de Pell e Gregory (1942) (classificação em relação aos segundos molares – classes A, B e C; classificação em relação à borda anterior do ramo da mandíbula – classes I, II e III) e Winter (1926) (classificação em vertical, mesioangular, distoangular, horizontal e invertido). As mensurações do ângulo goníaco foram obtidas no programa ImageJ. O posicionamento mais prevalente dos terceiros molares inferiores retidos em relação ao plano oclusal dos segundos molares foi o B; a posição mais encontrada para esses dentes em relação à borda anterior do ramo da mandíbula foi a II; a posição mais observada na classificação de Winter foi a mesioangular. O coeficiente de Pearson evidenciou uma correlação significante entre o ângulo goníaco e posição dos dentes em relação ao bordo anterior do ramo da mandíbula (p≤0,001). Com base nos resultados do presente estudo, pode-se concluir que houve correlação significante entre a posição dos terceiros molares em relação ao bordo anterior do ramo da mandíbula (classificação de Pell e Gregory, 1942) e o ângulo goníaco.
Controle glicêmico e aspectos nutricionais de adultos e idosos diabéticos em um centro de atenção a doenças crônicas de Juiz de Fora (MG)
Authors: Soares Iris Teixeira , Silva Lívia Botelho da , Bastos Marcus Gomes , Moreira Ana Paula Boroni
Published: July 2019

O objetivo desse estudo foi avaliar o perfil socioeconômico, dados antropométricos, controle glicêmico e o consumo alimentar de diabéticos atendidos em um centro de atenção secundária à saúde. Trata-se de um estudo observacional, do tipo transversal, retrospectivo, realizado por meio da análise de prontuários eletrônicos de usuários portadores de Diabetes Mellitus. Foram incluídos usuários diabéticos, com idade acima de 18 anos, atendidos de julho a dezembro de 2014, que apresentavam resultado de hemoglobina glicada nos prontuários. A avaliação do consumo de alimentos foi realizada pelo recordatório alimentar de 24 horas. Foram avaliados 266 prontuários, que demonstraram maior frequência de idosos e indivíduos do sexo feminino. A única variável que apresentou associação negativa com controle glicêmico foi a idade, uma vez que os idosos apresentaram melhor controle (41,5%) do que os adultos (19,1%), o que pode ser justificado pelo maior tempo livre para frequentar os serviços de saúde. Foi avaliado qualitativamente o recordatório alimentar de 99 indivíduos, dos quais 68 usuários consumiam entre 20 a 50% de alimentos processados e ultra processados e 35 usuários consumiam doces e açúcares, o que pode prejudicar o controle glicêmico e o estado nutricional. Tal consumo de doces e açúcares levanta a necessidade de verificar a não aderência desses pacientes. Um estudo longitudinal, poderia elucidar mais informações sobre o acompanhamento dos diabéticos, bem como o desenvolvimento de intervenções nutricionais que melhorem a aderência e o tratamento desses usuários.
Tratamento cirúrgico e conservador de cisto periapical de grande proporção: relato de caso
Authors: Resende Maraísa Aparecida Pinto , Assis Neuza Maria Souza Picorelli , Sette-Dias Augusto César , Aguiar Evandro Guimarães de , Sotto-Maior Bruno Salles
Published: July 2019

O objetivo deste estudo foi descrever uma técnica de tratamento conservadora, cuja conduta preconizada foi a realização da descompressão seguida pela enucleação cística através do relato de um caso de cisto periapical de grande extensão. Paciente de 50 anos de idade, melanoderma, apresentando cisto periapical com aproximadamente 4,5 cm em seu maior diâmetro associado ao incisivo central inferior esquerdo. Na primeira etapa do tratamento foi realizada descompressão cística e biopsia incisional, cujo exame histopatológico confirmou o diagnóstico clínico. Após 25 semanas de acompanhamento, houve uma considerável regressão do tamanho da lesão e a mesma foi enucleada sem comprometimento dos elementos dentários envolvidos e dos tecidos adjacentes. O relato de caso evidenciou que o tratamento cirúrgico e conservador pode ser um recurso em cistos periapicais de maior dimensão, sendo importante a cooperação do paciente no acompanhamento pós-operatório.
A baixa escolaridade está associada ao aumento de incapacidades físicas no diagnóstico de hanseníase no Vale do Jequitinhonha
Authors: Lages Daniele dos Santos , Kerr Bárbara Malaman , Bueno Isabela de Caux , Niitsuma Eyleen Nabyla Alvarenga , Lana Francisco Carlos Félix
Published: July 2019

Introdução: a hanseníase é uma doença infecciosa cujo diagnóstico, quando realizado tardiamente, resulta em dano neural e incapacidades físicas que restringem a participação social do indivíduo e contribuem para o estigma e discriminação. Além disso, fatores de risco ambientais, socioeconômicos e individuais podem contribuir para a vulnerabilidade ao adoecimento e evolução para incapacidades físicas. Objetivo: analisar a influência da escolaridade na ocorrência de incapacidades físicas no diagnóstico da hanseníase no Vale do Jequitinhonha, Minas Gerais. Material e Métodos: trata-se de um estudo transversal realizado na população de casos de hanseníase diagnosticados no Vale do Jequitinhonha, no período de 2001 a 2017, a partir de dados obtidos no Sistema de Informação de Agravos de Notificação (SINAN). A variável dependente foi o grau de incapacidade física no diagnóstico da hanseníase e a variável explicativa o nível de escolaridade dos casos. A análise estatística compreendeu a realização dos testes qui-quadrado, coeficiente de correlação de Spearman e odds ratio. Resultados: foram notificados 1.940 casos de hanseníase no Vale do Jequitinhonha com uma taxa média de detecção de 47 casos/100.000 habitantes. Houve uma correlação inversamente proporcional entre as variáveis escolaridade e grau de incapacidade com significância estatística (-0,17; p<0,0001). Indivíduos sem escolaridade tiveram 82% mais chance de apresentarem incapacidades no diagnóstico de hanseníase quando comparados àqueles com nível fundamental (OR = 1,82; p = <0,0001), a chance de incapacidades foi ainda maior na comparação com a escolaridade de nível médio (OR = 4,03; p<0,0001). Conclusão: o aumento no nível de escolaridade dos casos reduziu a chance de ser diagnosticado com alguma incapacidade instalada.
Hanseníase: incapacidades físicas e distribuição espacial em um município do Vale do Jequitinhonha/Minas Gerais
Authors: Ribeiro Gabriela de Cássia , Figueiredo Fernandes Daisy de Rezende , Magela Rita Maria
Published: July 2019

Introdução: A hanseníase no Brasil ainda é considerada como doença de saúde pública. É cada vez mais necessária a adoção de medidas profiláticas para o controle e prevenção da doença. A análise espacial tem se despontado como eficaz para estratégia de planejamento das ações. Objetivos: analisar as características epidemiológicas da hanseníase relacionadas à ocorrência de incapacidades físicas e descrever a distribuição espacial de casos novos de hanseníase no município de Diamantina-MG entre os anos de 2001 a 2014. Material e Métodos: Trata-se de um estudo epidemiológico, transversal, descritivo e analítico. Os dados clínicos e socioeconômicos foram coletados no Sistema de Informação de Agravos de Notificação. Os endereços foram georreferenciados através de técnicas de geoprocessamento, utilizando o software de acesso livre Qgis 2.18.0. Resultados: Foram diagnosticados 91 casos no período de estudo. As características que se associaram às incapacidades físicas foram: ser adulto (p=0,039), menos anos de estudo (p<0,001), forma clínica dimorfa (p<0,001) e modo de detecção passivo (p=0,024). Existe uma área de adoecimento na cidade. Conclusão: Sugere-se que existem dificuldades nos serviços de saúde para o controle e diagnóstico precoce da hanseníase. O estudo pode contribuir com gestores no planejamento das ações e com profissionais de saúde para busca ativa e diagnóstico precoce da hanseníase.
Code Variety Broadcasted by East Kalimantan Radio Stations
Authors: Marzuki Sukron , Djatmika Djatmika , Marmanto Sri
Published: July 2019

This research aimed at elaborating the variety of code-switching and code-mixing used in radio broadcast in East Kalimantan. This research used qualitative descriptive method and applied sociolinguistics study. In the analysis, the researcher employed Poplack and Muysken theory. Data sources were collected from radio broadcast in three radio stations representing three largest cities in East Kalimantan, such as Samarinda, Balikpapan, and Tenggarong. The type of data were conversation that appeared within the Pilihan Pendengar program from each of three stations: Gemaya 104.5 FM (Balikpapan), RB Radio 87.7 FM (Samarinda) and SBK 107.3 FM (Tenggarong).  The research finds that there are varieties of code-switching, including: intra-sentential (40 data), inter-sentential (19 data) and extra-sentential (9 data). For code-mixing, this research finds three variants, which are alternation (24 data), insertion (14 data) and congruent lexicalization (8 data). The data are obtained from different languages, such as Indonesian, Javanese, Kutainese, English and Arabic.
Distribution of porosity-preserving microquartz coatings in sandstones, Upper Jurassic Danish Central Graben
Authors: Nielsen Margrethe T. , Weibel Rikke , Therkelsen Jens , Friis Henrik
Published: July 2019

High porosity is a key factor for good reservoir sandstones for both hydrocarbon and geothermal energy exploitation. The porosity of sandstones generally decreases with increased burial depth due to compaction and cementation. However, some sandstones in the North Sea show higher porosity than expected for their burial depth, due to the presence of micro­quartz coatings (e.g. Aase et al. 1996; Hendry & Trewin 1995; Jahren & Ramm 2000; Maast et al. 2011). Siliceous sponge spicules have been documented to be an internal source of silica that promotes microquartz coatings (e.g. Hendry & Trewin 1995; Aase et al. 1996). Siliceous sponge spicules, the solid ‘skeleton’ of sponges, consist of opal-A and will dissolve when exposed to higher temperatures, thereby causing supersaturation of the formation water with respect to opal-CT and quartz, resulting in nucleation of numerous small (1–5 µm) quartz crystals (Williams et al. 1985; Hendry & Trewin 1995). To predict reservoir quality it is important to understand the distribution of porosity-preserving microquartz in clastic deposits, and yet this is still poorly understood. To address this, our study presents petrographical analyses of cored sandstone sections from wells of various depositional environments, including  back-barrier, estuarine, shoreface and gravity flows, as well as various present-day burial depths across the Danish Central Graben.
Kafaah dalam Pernikahan Endogami Pada Komunitas Arab di Kraksaan Probolinggo
Authors: Muzakki Ahmad
Published: July 2019

In Tradition of Habaib obligation similarity nasab in forbidden marriage between syarifah women and non Sayyid men because there is not kufu` between they and not continue of nasab by Rasulullah.The purpose of this study was to determine the views tradition of marriage Syarifah in Arabic village Kraksaan Probolinggo and to determine factor of forbidden marriage between syarifah women and non Sayyid men perspective Islamic law. Based on the results of research the traditional views of marriage Syarifah in Arabic village Kraksaan Probolinggo same of tradition other habaib that is forbidden marriage between syarifah women and non Sayyid men because there is not kufu` between they. And other factor cause obligation similarity nasab in marriage Syarifah in Arabic village Kraksaan Probolinggo is factor of ancestry, social and religion followed. In this problem there is difference between ulama of four madzhab about similarity nasab in marriage Syarifah. According to Malikiyah kafaah just in religion, while three madzhab kafaah nasab is important component in marriage, then Syafi`iyyah and Hanabilah obligation of marriage between Syarifah women and non Sayyid men for keep noble and continue of nasab.
Calidad de vida en la escuela inclusiva
Authors: Muntaner Guasp Joan Jordi
Published: July 2019

Los centros escolares que inician un proceso de cambio e innovación hacia la implantación de un modelo educativo inclusivo requieren tres elementos básicos para estructurar sus propuestas: por una parte, el nuevo concepto de discapacidad no basado en la patología y las limitaciones sino en las barreras y facilitadores que se encuentran en el contexto; por otra parte, un referente teórico claro y preciso sobre el significado y el proceso a seguir para implantar un modelo de escuela inclusiva, y finalmente, la incorporación a este modelo del concepto de calidad de vida como base para introducir la búsqueda de la calidad de la educación. La confluencia de estas tres variables nos ha permitido elaborar un sistema de evaluación del proceso educativo: el iaqv (Instrument d’Avaluació de Qualitat de Vida), desarrollado en la Universitat de les Illes Balears (uib), con el objetivo de orientar y ayudar a los centros escolares a aproximarse a los planteamientos de la educación inclusiva, desde las dimensiones que contiene el concepto de calidad de vida.
Planes de acción tutorial para estudiantes con discapacidad: una propuesta para mejorar la calidad formativa en las universidades españolas
Authors: Gairín Sallán Joaquín , Muñoz Moreno José Luís , Galán Mañas Anabel , Sanahuja Gavaldà Josep M.ª , Fernández Rodríguez Montserrat
Published: July 2019

El presente trabajo presenta una propuesta validada para elaborar un plan de acción tutorial para estudiantes universitarios con discapacidad. Por una parte, analiza las actuaciones tutoriales realizadas por los servicios de atención al estudiante con discapacidad de cuarenta universidades españolas, considerando sobre todo los momentos clave en la trayectoria del estudiante, que se vinculan con la promoción, la acogida, la permanencia y el egreso. Del análisis efectuado destaca llamativamente el que no existan planes de acción tutoriales, ni globales ni específicos, dirigidos al colectivo de estudiantes con discapacidad. Por otra parte, se presenta una propuesta validada de plan de acción tutorial que fija sus destinatarios prioritarios, orientaciones y recomendaciones según la tipología de discapacidad que pueda presentar el estudiante, actuaciones generales de orientación, distintos formatos y modalidades de acción tutorial, momentos clave y su organización en las fases de motivación, sensibilización, planificación, ejecución, evaluación e institucionalización. Entre las principales conclusiones, se destaca la importancia de que la propuesta facilite la participación activa y la inclusión de los estudiantes con discapacidad en la dinámica universitaria, favoreciendo así su desarrollo y éxito académico desde una formación integral y de calidad
Política y sociabilidad en un club social y deportivo de la ciudad de La Plata
Authors:   , Hang Julia
Published: July 2019

Esta tesis indaga en las prácticas de sociabilidad y deportivas de los miembros del Club Universitario de La Plata, un tradicional club social y deportivo de la ciudad de La Plata. La productividad política de las prácticas deportivas y sociables es el tema principal de la tesis, el cual va emergiendo a partir del despliegue de las tensiones y articulaciones entre lo “social”, “lo político” y “lo deportivo” que tienen lugar en el club. A partir del trabajo etnográfico en el club, se mostrará el modo en que, en torno a la sociabilidad y el deporte, un sector social con cierta gravitación en la política y en la vida social local, como son los socios y dirigentes del club, crean definiciones acerca de la política y valores morales deseables no sólo para la institución, sino también para la sociedad. De este modo, poniendo el foco de análisis sobre la sociabilidad, se analizarán los universos morales que se construyen en torno a ella. Para ello, mostramos que la sociabilidad, la política y el deporte se articulan a lo largo de la historia institucional contribuyendo a conformar una definición particular de la política, que es fundamentalmente moral y está permanentemente atravesada por componentes afectivos. Pensar la política en el club en clave etnográfica, reponiendo la mixtura de la vida social, nos permite dar cuenta de algunos de los sentidos con que la política es pensada y movilizada en la sociedad contemporánea.
Rural Education
Authors: Lowe Jerry M.
Published: July 2019

For many small rural school districts across America, the effort to attract and retain quality teachers continues to be a major concern. Schools located in what are considered to be “hard to staff” areas experience the most difficult. While not all communities face the problems of inadequate teacher supply, many small and rural school districts recognize this as a continuing critical issue. A variety of factors contribute to the problems of recruiting and retaining teachers in small and rural school. This article will address the most common causes of high turnover rate among teachers in the rural schools and offer a variety of strategies that may be considered by local school administrators.
An Inquiry into Retention and Achievement Differences in Campus Based and Web Based AP Courses
Authors: Barbour Michael , Mulcahy Dennis
Published: July 2019

A decade ago the Advanced Placement (AP) program was introduced into the Canadian province of Newfoundland and Labrador. Initially, schools embraced this opportunity to provide their students with opportunities that were previously unavailable. However, within a few years the AP program was relegated to urban and large regional high schools. Few smaller, and particularly rural schools, were able to offer AP courses only to the brightest one or two students taking it as an independent study. In 1997-98, schools began to delivery AP courses in a web-based method. The purpose of the study is to examine the retention rates and student achievement in AP courses in the province between different delivery models.
Creating Effective Schools Where All Students Can Learn
Authors: Reagle Christina
Published: July 2019

Helping schools create environments where all students can learn is a worthwhile mission for schools big and small. Both multi and single site districts agree that providing equitable  and meaningful learning opportunities for every student is essential, but find this challenging and difficult. What are the systemic factors that limit educators in considering new educational paradigms that might structure schools differently, increase learning outcomes for a wider spectrum of students, and prepare students to meet the challenges of the 21st century? All communities need graduates ready to face the world after high school, prepared to work, and ready to offer hope toward world and civic affairs.
Challenges and Changes Faced by Rural Superintendents
Authors: Lamkin Marcia L.
Published: July 2019

This research study was designed to build grounded theory about the challenges faced by rural superintendents. Participating rural superintendents identified five areas that presented a challenge but that also applied to superintendents in other settings: school law, finance, personnel, government mandates, and district or board policies. Further, these superintendents identified challenges related specifically to the rural setting and to their lack of acculturation to the demands of rural school leadership. Focus group research conducted among rural superintendents in New York, Pennsylvania, and Tennessee indicated that the challenges of the rural superintendency were distinct enough to warrant some specialized preparation for such service.
Leadership Behaviors of Superintendent/Principals in Small, Rural School Districts in Texas
Authors: Canales Maria T. , Tejada-Delgado Carmen , Slate John R.
Published: July 2019

In this study, 206 teachers, 35 school board presidents, and 37 superintendents/principals (n = 278) were surveyed regarding their views of effective leadership behaviors demonstrated by school leaders with dual role responsibilities through serving as both a school principal and as a superintendent in small rural school districts. Data were collected through use of the Leadership Behavior Description Questionnaire Form XII and the Leadership Behavior Description Questionnaire Form XII Self. Of the 12 leadership domains assessed through use of this measure, statistically significant differences were yielded on 6 of the 12 leadership areas: Representation; Demand Reconciliation; Tolerance of Uncertainty; Persuasiveness; Initiation of Structure; and Role Assumption. Superintendents/principals reported lower scores in these areas than did teachers and/or school board presidents. Implications of these findings are discussed.
Transformational Teacher Leadership in Rural Schools
Authors: Anderson Kirk David
Published: July 2019

In this paper, the author explores the rural school context and its teacher leaders as a third transformational leadership prototype adding to Leithwood and Jantzi’s (1999) two transformational leadership prototypes of females and new teachers in the elementary school. The author helps illuminate new understanding of rural schools and their highly interactive decision making styles where teacher leaders are a source of creativity development of unique forms of leadership. If researchers focus on teachers as leaders in rural schools, specifically those who operate outside of traditional leadership roles, there exists a promising area of new understanding for educational leadership as transformational teacher leadership.
Factors associated with the personal assessment of college among American Indian students at a rural university
Authors: Huffman Terry
Published: July 2019

This study examines the relationship between four independent variables (gender, age, reservation background, and cultural traditionalism) with three dependent variables (assessment of college, transition to college, and impact of college on an appreciation of Native heritage) among a sample of American Indian students attending a small, rural university. Findings include no significant relationships between any of the independent variables and the assessment of college. However, the transition to college is associated with age, reservation background, and cultural traditionalism while the impact of college on an appreciation of Native heritage is related to cultural traditionalism.
Considering Student Writing from the Perspective of Parents in One Rural Elementary School
Authors: Brashears Kathy
Published: July 2019

This article explores the perspective of parents regarding their elementary children’s writing in one rural, elementary school. During the research, thematic strands emerged indicating that parents may value their children’s writing for purposes that differ from the purposes deemed appropriate by the school. Upon interviewing 30 parents/guardians, the following codes materialized identifying elements that contribute to the parents’ perspectives. These elements include the following: Parents do not see the connection between school and real world writing, parents lack understanding on writing purposes, parents’ perceptions of writing are based on their own school experiences, and some parents are illiterate. Not only are these elements identified, but suggestions as to how to address each are considered.
Making Room for Place-Based Knowledge in Rural Classrooms
Authors: Shamah Devora , MacTavish Katherine A.
Published: July 2019

Funded by the following: An American Fellowship from the American Association University Women, Stanford Center on Adolescence Youth Purpose Research Award supported by the John Templeton Foundation and the Thrive Foundation for Youth, and the Sustainable Rural Communities Initiative at Oregon State University.
A Comparison of the Parent-Child Interactions Between Russian Immigrant and Non-immigrant Families in a Rural Setting in Missouri
Authors: James Jimalee L. , Martin Barbara N.
Published: July 2019

The purpose of this study was to compare the parent/child interactions between Russian immigrant and non-immigrant families in a rural Missouri school setting. A questionnaire was administered to 30 American families and 30 Russian immigrant families. Data concerning developmental level upon kindergarten entry were gathered from kindergarten screening protocols. Findings revealed that there were significance differences between the two sets of parents for the twelve literacy activities. Also significant differences were found regarding developmental levels between children who received Head Start as compared to those who attended preschool. Implications for early childhood literacy programs and the development of preschool language immersion programs within rural settings are significant. Also implications regarding understanding other ethnicities and cultures by rural educators are important.
Using an Ecojustice Perspective to Inform Science Teacher Recruitment and Retention in the Rural Black Belt Region of Georgia
Authors: Hodges Georgia , Tippins Deborah J.
Published: July 2019

This article highlights the significance of using ecojustice theory in scholarly discussions regarding issues of science teaching and learning in rural communities of the Southeastern United States. We offer an explanation of how ecojusticetheory provides a new way to look at often studied issues surrounding education in rural communities. This article specifically addresses the issue of science teacher recruitment and retention and draws attention to some of the emergingtensions faced by educators in the Black Belt region of Georgia.
Rural School Leadership for Collaborative Community Development
Authors: Harmon Hobart L. , Schafft Kai
Published: July 2019

In this article we address the role of rural schools in community development. We first discuss the largely historical linkages between rural schools and the communities they serve, and what this means for both school and community well-being. We then consider the newly revised standards for preparing school administrators, developed by the Interstate School Leaders Licensure Consortium, and how these standards may align with community-building efforts. In sum, we argue that enlightened educational leadership that seriously takes into account the 21st Century needs of students – as well as the communities in which they reside – cannot help but interpret academic and community improvement goals as mutually reinforcing priorities.
Who Ya Gonna Call? Networks of Rural School Administrators
Authors: Hite Julie M. , Reynolds Bart , Hite Steven J.
Published: July 2019

When they need help or advice, who are rural school administrators going to call? Relationships among rural school administrators develop into networks that can affect the success of administrators and their schools. Understanding the structure and content of these networks provides insights into how resources, innovations, and communication flow both within and between rural district administrators. Based on network theory and analysis, this study examines the structure, content, and strategic implications of the administrative networks within and across six contiguous rural school districts in the Western United States. Network graphs are included, illustrating both individual district and the combined six-district rural administrator networks. While acquaintance ties and active work ties are evident both within and across districts, relationally embedded ties and greater cohesion of ties are more evident within districts than across districts. Analyses include consideration of administrative assignment, gender, and geographical location of the network structures. Strategic implications of the network structures and content are discussed.
TeamMates
Authors: Isernhagen Jody C.
Published: July 2019

Numerous studies have found that mentoring has a positive effect on students who participate in it. Mentorship for students in rural communities is both necessary and challenging given the uphill battle these schools and communities face to improve their students’ academic achievement and emotional well-being. Through examining teacher, parent, and student perceptions of the TeamMates Mentoring Program in a rural Nebraska district, this study concluded that TeamMates is providing necessary social and emotional support to its mentees in rural schools, as well as encouraging them to improve their grades. However, TeamMates must continue to heighten its support of low-achieving students and to help fulfill students’ long-term goals.
A Synthesis of International Rural Education Issues and Responses
Authors: Stelmach Bonnie L.
Published: July 2019

This article synthesizes problems impacting rural primary and secondary schools and describes how schools and relevant organizations have responded to the challenges. Given the context of a globally-compressed world, the focus of the literature review is on international rural education research and strategies. The exploration took the path of topical rather than regional or methodological investigation of rural education for the purpose of thematic understanding of issues. The paper opens with a discussion of the ambiguity of the definition of “rural” to reinforce an epistemological challenge with rural education research. An adaptation of Bronfenbrenner’s ecological theory is used as a framework for the literature review; rural education challenges are synthesized into macro-, mezzo-, and micro-systemic level issues. The paper culminates by positing that rural education issues require inter-sectoral and collaborative responses.
Toward a Transdisciplinary Rural Education Research Agenda
Authors: Stapel Christopher J. , DeYoung Alan J.
Published: July 2019

This paper examines the representation of rural education research orientations—defined in terms of methodological approach, academic focus and place-consciousness—within the literature and across academic disciplines. A content analysis of 155 abstracts from articles published in the Journal of Research in Rural Education and Rural Sociology between 1997 and 2008 reveals that most rural education research is not quantitative, not academically-oriented and not place-conscious. Furthermore, the abstracts show that Rural Educators are underrepresented in academically-oriented research while Rural Social Scientists are overrepresented in that dimension. The implications of these findings for collaboration are discussed and a policy-relevant, innovative, transdisciplinary research agenda is outlined.
A Distance-delivered Teacher Education Program for Rural Culturally and Linguistically Diverse Teacher Candidates
Authors: Lohfink Gayla , Morales Amanda , Shroyer Gail , Yahnke Sally , Hernandez Cecilia
Published: July 2019

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program’s design and implementation phases, a focus on cultural responsiveness to the candidates’ needs, their rural settings, and high populations of Latino/a students in the rural areas in which they were trained is presented. Assessment of each implementation phase guided program practice for the participants’ training as effective teachers. Relevant discussion indicates that even with responses to the pre-service teachers’ academic, social, and financial needs, issues of communication and barriers imposed by distances emerged. Additionally, while collaborative bonds among the partner institutions facilitated the candidates’ training as effective teachers, the building of multi-institutional partnerships concurrently with the implementation phases caused participants and implementers stress.
Potential Synergy
Authors: Casto Hope G. , Steinhauer Alexandra , Pollock Pamela M.
Published: July 2019

Many rural school districts face declining enrollments. A few districts have taken the unusual path of recruiting international students in order to boost their enrollments. This study examines a community using this strategy and the resulting financial, academic, and social situations for the school, community, and students, both local and international. The program has two goals: to increase both enrollment and diversity in the school. The benefits and challenges are discussed in light of the social and academic spheres of the school experience. The future of the program is considered, especially in connection to community fears of school closure or consolidation. Issues of professional development for teachers and programming for students are described. Recommendations for districts considering an international student program are included. This work contributes to a better understanding of the potential synergy between schools and communities.
If We Get You, How Can We Keep You? Problems with Recruiting and Retaining Rural Administrators
Authors: Wood Jo Nell , Finch Kim , Mirecki Rachel M.
Published: July 2019

The focus on instructional leadership has reached a crescendo with the waivers for No Child Left Behind (2002). The leadership of the principal is known to be a key factor in supporting student achievement; however, recruitment and retention of administrators in rural areas of the Midwest is very difficult. This survey research study explored the recruitment and retention strategies, as well as factors influencing the loss or retention of quality administrators reported by Midwest superintendents. The themes that emerged as successful recruitment strategies included ‘growing your own’ as the number one method of recruiting and retaining rural school administrators, salaries/benefits depending on location, emphasizing positive working conditions and climate/culture, and providing quality professional development. Retention strategies that worked well for rural schools were an emphasis on a positive school culture and climate, investment in professional development, and use of technology for mentoring along with increased benefits.
NREA Annual Convention
Authors: Hill John , Chance Patti , Scherz Susan
Published: July 2019

Save the Date! October 18-20, 2013 the 105th NREA convention and Research Symposium will be in Branson, Missouri. The theme of this year’s meeting is “A New Generation of Learning in Rural Schools.” The opening keynote speaker is John Nash from the University of Kentucky who will help us focus on the theme and stimulate our thinking.
Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions
Authors: Shim Jenna M.
Published: July 2019

In this study, the author suggests that the current ELL parental involvement model often overlooks the structural aspects and power asymmetry of parent-teacher relationships that can hinder productive collaboration. In doing so, the author uses postcolonial theory as a conceptual lens to investigate the dynamics of ELL parent-teacher interactions from rural ELL parent perspectives by looking at those interactions as intercultural relations. The study uses a general qualitative methodology to explore the dynamics of ELL parent-teacher interactions. Three broad themes that emerged as obstacles that inhibit productive ELL parent-teacher interactions were (1) teachers’judgments toward ELL students and their parents, (2) ELL parents’ frustration about their inability to influence a teacher’s decision making, and (3) ELL parents’ fear of repercussions for speaking up. The paper concludes with important implications for teachers working with ELL students in rural areas.
The Role of School Leaders in Teacher Leadership Development
Authors: Ringler Marjorie C. , O'Neal Debra , Rawls Jana , Cumiskey Sheila
Published: July 2019

In rural eastern North Carolina, the rapid growth of English Learners (ELs) unintentionally makes mainstream classrooms sheltered instruction classrooms. Sheltered instruction is content-based instruction (CBI) where ELs acquire language while learning content. In addition to ELs, this region has a high number of Standard English Learners (SELs). SELs are native English speakers whose dialects are nonstandard and whose home languages differ structurally from academic English. A yearlong professional development used sheltered instruction to focus on academic language proficiency. A local university, two principals and 14 teachers partnered and participated in this weekly professional development. Data were analyzed using Guskey’s (2000) framework for evaluating professional development. Findings indicated that when sheltered instruction was implemented with fidelity, teachers’ perception of the principal changed from a manager to an instructional leader, content teachers became teacher leaders, instruction focused on academic language proficiency; and there was evidence of academic growth for low achieveing students.
A Comparison of Professional Development Practices in Rural and Urban High School
Authors: Wallace Teresa
Published: July 2019

Because standards-based reform emphasizes improved teaching as the best path to increased learning and improved student performance, one would expect high performing schools to be implementing effective professional development practices. This study examines professional development practices in high performing urban and persistently low achieving rural high schools in Kentucky. Findings from the non-experimental descriptive study suggest similarities in professional development practices between the two groups. Differences existed in how well leadership addresses teacher professional development needs and in sufficient training to utilize instructional technology. Characteristics of effective professional development are not being fully implemented in either group of schools.
Counselors in Rural Schools: A Position of Leadership
Authors: Wimberly Cynthia L. , Brickman Stephanie
Published: July 2019

Approximately one-third of the K-12 student population attends school in areas identified as rural/small town. Rural schools offer counselors unique opportunities to lead by guiding students’ education in directions that best fit their career aspirations, thus impacting the region educationally, economically and socially. The purpose of this paper is to identify the leadership role of school counselors in rural communities as identified by the American School Counselors Association (ASCA). Numerous challenges and opportunities inherent rural settings have been identified and suggestions offered as to ways in which counselors can effectively undertake leadership roles.
Front Matter
Authors: Duncan Heather E.
Published: July 2019

Includes cover, editorial board, guidelines, table of contents, and letter from the editor.
A Comparison of Collaborative Practice and Teacher Leadership Between Low-Performing and High-Performing Rural Kentucky High Schools
Authors: Musselman Meagan R. , Crittenden Meg A. , Lyons Robert P.
Published: July 2019

This article reports the findings of the 2011 results of ‘very rural’ Kentucky high schools on the Teaching, Empowering, Leading and Learning (TELL) Survey to determine whether differences existed between high and low performing rural schools across specific survey items. Schools with ACT scores one standard deviation (or more) above their predicted value were compared to rural high schools where students’ ACT scores were one standard deviation (or more) below their predicted value. Beale Codes of seven through nine from the United States Department of Agriculture were used to identify very rural Kentucky high schools. Very rural high schools identified as high-performing demonstrated significantly different results on survey items related to a culture of collaboration and teacher leadership than rural high schools identified as low performing. The survey suggested that in high-performing schools, the principal and teachers supported each other in their development as instructional leaders, and established communication and collaboration skills with families and community stakeholders.
Principals' Perceptions about Alternate Route Programs in Rural Areas
Authors: Brenner Devon , Elder Anastasia , Wimbish Sarah , Walker Sara
Published: July 2019

Alternate route programs are increasingly serving schools in rural areas that may struggle to recruit new teachers.  In this study, ten principals of middle schools from rural areas of Mississippi were interviewed regarding their perceptions of alternate route programs’ recruitment, selection, preparation, mentorship, support, and retention practices.  Qualitative analysis of semi-structured interviews suggests that principals of rural schools had limited experience with alternatively certified teachers and, overall, their views were generally positive.  They believed that these programs would help meet the high need for teachers in the state, and alternate route candidates may provide benefits to middle school students due to their greater content knowledge, experience, and maturity. However, they also held concerns regarding the absence of student teaching, alternatively certified teachers’ readiness for the classroom, and the amount and quality of support and mentoring in the first year of teaching.
Becoming a Principal: Access Factors for Females
Authors: Kruse Rae Ann , Krumm Bernita L.
Published: July 2019

Guided by Standpoint Theory, researchers conducted this case study to identify factors influencing access to Oklahoma’s secondary school principalship for four female first-time principals. Regardless of equity legislation and increasing numbers of females with advanced degrees, the numbers of men and women who hold secondary school administration positions continue to be disproportionate to their numbers in the teaching profession.
Three standpoints emerged: In the transition from teacher to administrator, each participant was nurtured by another individual; male sponsors were their primary encouragers; and participants had strong emotional investments in the schools and communities of their employment. Aspiring female principals should cultivate strong support systems, seek out mentors, and strengthen their professional networks. Accepting stepping-stone administrative positions may be an essential starting point for aspiring female secondary principals; administrative skills can be gained through internships, assistant principal positions, and administrative positions in lower grade levels.
Academic Coach and Classroom Teacher: A Look Inside a Rural School Collaborative Partnership
Authors: Hartman Sara L.
Published: July 2019

This yearlong qualitative case study examines the successful collaborative partnership between a first year academic coach and a teacher in a rural school setting. The partnership became a source of interest as a means to understanding how rural school partnerships are developed and sustained. Data was collected through thirty-four site visits utilizing formal and informal interviews, observations, artifact collection, and detailed field notes. Characteristics that were associated with a successful rural school collaborative partnership include life experiences, personality, a willingness to change, empathy, trust and confidentiality, respect, and persistence. The partnership was also impacted by personal and professional needs, many of which were rural in context. The findings present a nuanced look inside a rural school collaborative partnership.
Investigating the Establishment and Sustainability of Professional Learning Communities in Rural East Texas: The Principals' Perspectives
Authors: Willis Justin C. , Templeton Nathan R.
Published: July 2019

The role of principals, especially in rural schools, where educational outcomes fall below the national average, is significant in implementing changes in the school. The focus of this qualitative study was to explore factors that principals deem most crucial to establishing and maintaining Professional Learning Communities (PLCs). Moreover, elements linked to how principals perceive the practicality of developing and supporting PLCs in rural schools were examined. The researcher conducted in-depth, semi-structured interviews with principals to determine their perceptions about attributes most important in establishing PLCs. Seven principals with a minimum number of 3 years in the position were included in the study. Findings indicated that buy-in from teachers and mutual trusts were substantial factors influencing the leadership component of PLCs in rural schools. As the researchers concluded, principals must intentionally facilitate connecting the PLC framework using professional development to affect organizational change and subsequently impact campus learning.