ethanporcaro/eric-fulltext-meta huggingface dataset:
Policy Brief: Possible Changes to Health Coverage of Rural Children Should Concern Educators
Author: Grace, Cathy
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Insurance,Budgets,Health Services,Low Income,Federal Legislation,Child Health,Diseases,Costs,Advocacy,Child Welfare,Public Policy,Political Attitudes,Ideology,Conflict,Definitions

House Republicans passed a bill that would dismantle the Affordable Care Act (ACA), the current health care insurance plan provided to low income families. The non-Partisan Congressional Budget Office reviewed the legislation, and has determined that if some portion of the legislation is also passed by the Senate, it would leave 14 million more people uninsured next year than under current law -- and 23 million more uninsured in 2026. In addition, some of the nation's sickest would pay much more for health care (Pear, 2017). In June, the Senate began releasing details of the Better Care Reconciliation Act. As the fight rages on over whether to discontinue the ACA and replace it, or to modify the ACA, as proposed by Democrats, some Republicans and numerous children's advocacy groups, it is important to understand the differences between the current legislation and the version currently being considered from a rural perspective. Given that Medicaid, the Children's Health Insurance Program, and Medicare are focal points in the health care debate and part of the ACA's comprehensive design, definitions of the programs are important to adequately understand what is at the heart of the ideological conflict.
Tools Enabling a Student Who Is Blind in a Liberal Arts Chemistry Laboratory Course
Author: Michael, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Blindness,Liberal Arts,Chemistry,Science Laboratories,College Science,Science Instruction,Undergraduate Students,Laboratory Experiments,Students with Disabilities

Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the non-majors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements were recorded using Vernier data acquisition software (Logger Pro 3.6) and Job Access with Speech (JAWS) screen review software. This paper reports the impact of these alternative methods on the level of participation of the student with blindness for the following experiments: Density Determination, Flame Emissions Tests, Simulation of the Measurement of Hemoglobin in the Blood Using Spectrophotometry, the Investigation of Hydrates, the Study of Chemical Reactions in Everyday Life, and Titrations. The Solutions, the Soap-Making, and Paper Chromatography laboratories are not reported. All the laboratories except the Density laboratory are part of the Chemistry 100 curriculum at Truman State University (&quot;CHEM 100&quot;, 2010).
WCAG 2.1 Meets STEM: Application, Interpretation, and Opportunities for Further Standard Development
Author: White, Jason
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Standards,Web Sites,Access to Information,Accessibility (for Disabled),Assistive Technology,Students with Disabilities,Science Education,Mathematics Education

This paper offers an overview of changes introduced in the recent Web Content Accessibility Guidelines (WCAG) 2.1 standard that have implications for the accessibility of content in science, technology, engineering and mathematics (STEM) disciplines. In reviewing new provisions of WCAG 2.1, interpretive questions are raised regarding their application to mathematical and scientific materials. The paper is concluded with a brief discussion of opportunities for further enhancing accessibility of STEM materials in future revisions of the Guidelines.
Rural Teachers&apos; Literacy Practices In and Out of the Classroom: Exploring Teacher Characteristics and Literacy Tools
Author: Lycke, Kara L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Rural Schools,Literacy Education,Teacher Characteristics,School Districts,Elementary Secondary Education,Teaching Methods,Teacher Attitudes,Correlation,Literacy,Self Concept,Teacher Student Relationship,Trend Analysis,Family Environment,Educational Environment,Books,Periodicals,Television,Musical Instruments,Computers,Laptop Computers,Telecommunications,Handheld Devices,Technology Uses in Education

Scholars who recognize the socially constructed nature of literacy acknowledge that important literacy processes take place across settings both in and out of school. Most of what is known about these trans-literacy practices relates to students, but little is known about the literacy practices of teachers in and outside of school. This study examines through survey research the in- and out-of-school literacy practices of teachers in a rural K-12 school district. The findings of the study suggest that for early career teachers, their out-of-school literacy practices are more deliberately connected to their literacy practices in school than for mid- and later-career teachers. This study calls for more descriptive research on the relationships between teachers' literacy practices and use of literacy tools outside of school, and their literacy practices and pedagogical approaches to literacy in school.
Increasing Usage of ESL Instructional Practices in a Rural County Elementary School
Author: Hoover, John J.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Rural Schools,Educational Improvement,Elementary School Students,School Districts,Teaching Methods,Teacher Workshops,Faculty Development,Self Evaluation (Individuals),Teacher Attitudes,Elementary School Teachers

The study setting is one elementary school located in a remote rural county school district in a mountain western state. Implementing a specific set of procedures, ESL Instructional Improvement Process, educators examined and increased use of research-based ESL instructional practices in the education of English learners (ELs). A key feature of the piloted process is educator self-assessment of instructional practices, resulting in the development of workshop sessions and action items, and completion of classroom observations. Researchers found that the process proved effective in increasing rural educators' knowledge and application of ESL best practices. Self-assessment was highly effective in helping educators examine existing instructional practices, leading to relevant workshop sessions and classroom implementation of ESL action items. Numerous examples of the use of research-based ESL instructional practices as a result of this project are provided, along with suggestions for further research to improve the education of ELs in rural county schools.
The Math Learning Gap: Preparing STEM Technicians for the New Rural Economy
Author: Harmon, Hobart L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Education,STEM Education,Mathematics Education,Mathematics Skills,Job Skills,Paraprofessional Personnel,State Standards,Mathematics Instruction,Algebra,Geometry,High School Students,Community Colleges,Two Year College Students,Labor Force Development,Technical Occupations

The Rural Math Excel Partnership (RMEP) identified math competencies used by technicians in the workplace compared to standards of learning required in the public school curriculum. A modified DACUM process revealed 39 math competencies used by technicians in STEM-related occupations of the rural region. Group interviews with faculty in three community colleges helped substantiate math gaps. A project math specialist and team of teachers identified four types of learning gaps: (1) math competencies not included in state standards; (2) math competencies included in state standards taught prior to Algebra I, Algebra II, Geometry, and Algebra Functions and Data Analysis (AFDA) courses; (3) math competencies included in high school state standards that students struggle to learn; and (4) math competencies community college students struggle to learn. Implications include five lessons learned in the gap analysis process and six questions for guiding future innovation and research.
Does Rural Differ? Comparing Parent and Student Reasons for Choosing Cyber Schooling
Author: Beck, Dennis
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Parent Attitudes,Student Attitudes,Decision Making,Special Education,Distance Education,Educational Benefits,Charter Schools,Factor Analysis,Course Selection (Students),Institutional Evaluation,School Choice,Secondary School Students,Student Characteristics

Cyber-schooling offers potentially greater benefits for rural than urban students, by providing a broader range of courses, ending long commutes, and offering more developed special education services than typically found in rural public schools. We survey students (n=269, 53.7% response rate) and parents (232, 48.7%) at a cyber-charter school dubbed SunTech, to test whether rural subjects choose cyber schooling for distinct reasons. Factor analyses and OLS regressions indicate that rural parents are more apt to choose SunTech for structural reasons such as its broader range of classes and to avoid long commutes to school. In contrast, students were more likely to rank curricular reasons as driving their decision to choose SunTech. Rural status did not affect how either students or parents graded the school (A-F).
Learning the Language of Home: Using Place-Based Writing Practice to Help Rural Students Connect to Their Communities
Author: Donovan, Erin
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,Rural Youth,Place Based Education,Writing Instruction,Native Language,Middle School Students,Family School Relationship,Critical Theory,Rural Population,Student Writing Models,Writing Skills

The idea of &quot;place&quot; extends beyond the locations where people live. Place is a narrative which shapes identity and culture and provides an understanding of experience. By exploring place and the connections which evolve from place, an intriguing context begins to take a shape that inspires transformational ideas and actions. This article investigates how place-based writing practices affect rural middle school students' connections with their home community as evidenced through their writing. This study follows the critical pedagogy of place theoretical framework and works to support best practices in rural education research. A qualitative case study design was used to conduct this study in a rural middle school in North Carolina.
Transition Services in Eight Rural Counties of Western New York: Views of Directors of Special Education
Author: Shields, Bruce A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Counties,Rural Areas,School Districts,Special Education,Barriers,Administrator Attitudes,Individualized Transition Plans,Case Studies,High School Students,Individualized Education Programs,Students with Disabilities

Rural school districts face different challenges than urban and suburban districts. In fact, several Rural Systemic Initiatives (RSIs) have been established around the country to isolate and address rural school district issues (Harmon &amp; Smith, 2012). In order to improve the effectiveness of transition services in rural schools, feedback from stakeholders in the process is vital. Directors of special education, specifically, must work to facilitate a quality and seamless process for transition despite challenges, and those working in rural settings may face additional obstacles. This study examines the perspectives of these front-line providers in order to begin to understand the difficulties that rural school districts, in particular, must overcome. The challenges and suggestions expressed by directors of special education impact the trajectory of improvements that need to be made in rural education transition services. These improvements will not only streamline processes for rural educators and staff involved in transition, but will ultimately benefit the families they serve.
Examining the Teacher Pipeline: Will They Stay or Will They Go?
Author: Moeller, Mary R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Rural Schools,Rural Areas,Teacher Salaries,Brain Drain,Teacher Education,Teacher Educators,Teacher Shortage,Elementary Education

This study examines survey data from teacher education students in their final two years of preparation at a Midwestern university. We asked students to explain if they intend to stay in our state or move to other states to pursue teaching careers after graduation. We compiled all 137 responses using descriptive statistics and found that 59% of respondents intend to leave our state after graduating. Of the remaining respondents, 21% intend to stay in our state and 20% are unsure of their plans. We used qualitative methods to code students' responses, giving reasons for their intentions. While students mentioned financial reasons (low salary and debt) most often, students also valued a sense of place (home, family). Comparisons to populations studied in Carr and Kefalas (2009) and Petrin, Schafft, &amp; Meece (2014) are made with implications for all concerned about the national teacher shortage and outmigration of graduates in rural states.
A Brief Summary of Teacher Recruitment and Retention in the Smallest Illinois Rural Schools
Author: Ulferts, John David
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Faculty Mobility,Rural Schools,Teacher Attitudes,School Districts,Job Satisfaction,Class Activities,Family Work Relationship,Teacher Characteristics,Faculty Development,Teacher Salaries,Educational Facilities,Life Style,Teacher Student Relationship,Safety,Parent Teacher Cooperation,Marketing,Teacher Administrator Relationship,Small Schools

Teacher recruitment and retention factors were identified in the smallest public school districts in Illinois. Findings were compared to a previous study of Montana rural teacher recruitment and retention conducted by Davis (2002). A quantitative survey instrument was administered to teachers employed in the 24 smallest Illinois school districts. The survey consisted of Likert-type items measuring recruitment, retention, and job satisfaction factors and was based on the Boylan (1993) four spheres of influence for teacher recruitment and retention: 1) within classroom activities, 2) whole school level activities, 3) community level activities, and 4) family/personal factors. Results were similar to the Davis study with the family/personal and whole school level spheres most important to teacher recruitment and the community and within classroom spheres most important to teacher retention. Teachers were also asked to identify the recruitment and retention strategies they perceived as being most important for rural school districts and to respond to three professional satisfaction questions. The study concluded with recommendations for both educational practitioners and researchers.
Research on Teacher Evaluation: A Review of Statue, Regulation and Litigation in the Region
Author: Hazi, Helen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Rural Schools,Federal Legislation,Court Litigation,Elementary Secondary Education,Educational Legislation,Laws,Tenure,Teacher Effectiveness

Limited research has been done to examine teacher evaluation in rural schools. This article presents an analysis of legislation and regulation of teacher evaluation in selected rural states, highlights their commonalities and differences, reports their litigation, and speculates on potential problems that can result in rural schools. It ends with recommendations for states to consider now that the Every Student Succeeds Act (formerly No Child Left Behind) has passed, and states have the option to reconsider their teacher evaluation plans.
The Lone Ranger in Rural Education: The Small Rural School Principal and Professional Development
Author: Stewart, Courtney
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Small Schools,Faculty Development,Administrator Education,Mentors,Teacher Administrator Relationship,Administrator Evaluation,Standards,State Policy,Comparative Analysis,Cooperation,Administrator Effectiveness,Rural Schools,Administrator Attitudes

A pressing need on principals and their demands for personal professional development is improving their performance based on evaluation policy standards. State policy standards dictate how principals evaluate teachers and how they are evaluated. Surveying rural principals we investigated the current understanding of state standards and needs for professional development. Rural districts in Utah are remote and isolated. This research highlighted that within Utah rural schools, small school principals have different needs and practices when compared to medium sized rural school principals. Small school principals reported having spent two hours less in collaborating with and mentoring their teachers than did medium school principals. Small school principals also spent less time collaborating with other principals. Based on these results, we recommend that district and state administrators and policy makers target small school principals to provide the needed professional development to assist them in an already isolated and overloaded position.
The Coalition of Essential Schools and Rural Educational Reform
Author: La Prad, Jim
Date: 2015-00-00
Type: Journal Articles
Subjects: Rural Education,Rural Schools,Rural Areas,Educational Change,High Schools,School Districts,Justice,Democracy,Citizenship,Interpersonal Relationship,Teacher Student Relationship,Learner Engagement,Young Adults,High School Teachers,High School Students

The Coalition of Essential Schools (CES) has existed for thirty years and includes hundreds of public schools that are diverse in size, population, and programmatic emphasis. A qualitative grounded theory approach is utilized to describe how three rural (non-urban/suburban) high schools operationalize CES Common Principles. This research documents that the CES reform network may be both a viable and underutilized reform model for rural school districts to assist them in achieving educational excellence. Empirical data came from school site visits, interviews and school documents. Grounded theory identifies four working hypothesis that explain how these schools, as CES members, aim to be true to the Coalition's principles. The working hypotheses are: (1) Educational justice, democracy, and citizenship, (2) The educational value of interpersonal relationships between teachers and students, (3) Pedagogical and curricular organization to enhance student engagement and learning, and (4) Pathways to adulthood via the world.
Developing Leadership Capacity in New Rural School District Leaders: The Kansas Educational Leadership Institute
Author: Augustine-Shaw, Donna
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Schools,School Districts,Superintendents,Capacity Building,Professional Associations,Barriers,Meetings,Seminars,Mentors,Instructional Leadership,Principals,Networks,Academic Achievement,Educational Change,Elementary Secondary Education,Leadership Training

Understanding the context of rural school settings is critical to beginning school district leaders. Rural communities present multifaceted challenges that leaders must embrace as diverse community expectations unfold. The majority of Kansas school districts are in rural settings. Mentoring and induction shapes the experiences encountered during the first year of practice. The Kansas Educational Leadership Institute provides high quality mentoring and induction for new superintendents and principals in Kansas. Mentoring and induction provided by veteran superintendents familiar with leadership complexities in rural communities is offered through on-site visits. In addition, new superintendents participate in activities focused on building capacity through regional cohort networks, attendance at professional organization and state meetings, and in professional learning seminars. The rural superintendent wears many hats in serving their local district. Professional learning opportunities that provide leaders with strategies to focus on achievement, plan for change, and build leadership capacity in rural environments are critical for success.
Becoming a Principal: Access Factors for Females
Author: Kruse, Rae Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Women Administrators,Case Studies,Secondary Schools,Females,Disproportionate Representation,Equal Opportunities (Jobs),Mentors,Social Support Groups,Networks,Occupational Aspiration,Assistant Principals,Internship Programs,School Administration,Gender Differences,Administrator Attitudes

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.
Policies and Professional Development: An Oil Boom&apos;s Effect on Rural Schools and Teachers
Author: Genareo, Vincent
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Rural Areas,Case Studies,Employment,Fuels,Industry,Teacher Attitudes,Administrator Attitudes,Academic Ability,Cultural Awareness,Pedagogical Content Knowledge,Faculty Development,Energy,Student Diversity,Educational Change,Barriers,Geographic Isolation,Crowding,Migrants,Elementary Secondary Education

In 2008, Western North Dakota experienced an extraordinary energy boom, creating waves of new residents seeking employment in the lucrative oil fields. Resultantly, many communities in the area, which were almost exclusively isolated and rural, dramatically changed. The purpose of this qualitative single-case study was to investigate the experiences of school staff in two rural schools within the North Dakota oil boom region. Data were teacher and administrator interviews with 15 participants and classroom observations. The findings indicated that teachers faced three key challenges in their classrooms as a result of the population influx, including: changing educational space, student academic proficiency, and a lack of cultural competence and pedagogical knowledge to effectively educate new, diverse students. Implications for policies and teacher professional development in rural boomtown areas are discussed.