ethanporcaro/eric-fulltext-meta huggingface dataset:
Revisiting the Revolving Door of Rural Superintendent Turnover
Author: Kamrath, Barry
Date: 2022-05-00
Type: Journal Articles
Subjects: Rural Schools,Superintendents,Labor Turnover,School Districts,Trend Analysis,Elementary Secondary Education,Case Studies,Administrator Attitudes,Boards of Education,Stress Variables,Professional Isolation,Salaries,School Community Relationship,Kindergarten,Administrator Characteristics,Race,Gender Differences,Age Differences,Rural Areas

This qualitative multiple case study is a follow-up to a study completed in 2007 that examined characteristics of rural school districts experiencing a high rate of superintendent turnover. The original study design incorporated extensive interviews with participants across four rural school districts; triangulating interview results with information found in school board minutes and published media articles. The four case districts had employed a total of 19 superintendents in the ten-year period leading up to the original study. However, since then, three of the districts have experienced a drastic change in their turnover trend. This study revisits the four rural districts to determine, from the perspectives of current and former superintendents, internal and external characteristics of the districts and the superintendents themselves that contributed to superintendent stability. Similarities and differences across the four districts are highlighted, and implications for high turnover districts and their superintendents are discussed.
Shifting Priorities, Technology-Centric Practices, and an Ever-Evolving Educational Experience for Our Children
Author: Valcourt-Pearce, Catherine C.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Deafness,Students with Disabilities,School Closing,Online Courses,Educational Technology,Videoconferencing,Emotional Response,Social Isolation,Multiple Disabilities,Student Needs,Distance Education,Barriers,Parent Role

Since March 2020, when the worldwide COVID-19 pandemic hit, education in the United States has undergone significant change. As both a deaf professional in deaf education and as the parent of an OHKODA (only hearing kid of deaf adults) teenage son, a deafdisabled tween son, and deaf elementaryage fraternal twin sons, I have been in the unique position of viewing this transformation through multiple lenses. What I have seen has left me heartened and impressed--by the sheer amount of work and care across the board from the schools, the families, and the children themselves. These last couple of years have been incredibly challenging, but there have been some lasting changes that will serve us and our children well going forward, too.
Flipped Classroom Pedagogy in ASL Mathematics
Author: Westhoelter, Keith
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Deafness,Hearing Impairments,Mathematics Instruction,Video Technology,American Sign Language,Program Effectiveness,Educational Technology

Many of today's teachers have successfully incorporated technology into their classrooms through digitally based approaches to student learning. However, the flipped classroom pedagogy can provide for rich experiences in the classroom as the students learn lessons at their own pace, leaving the teachers free to create fun, hands-on lessons in the classroom.
The Potential of Service Learning in Rural Schools: The Case of the Working Together Project
Author: Ingman, Benjamin
Date: 2022-05-00
Type: Journal Articles
Subjects: Service Learning,Rural Schools,Poverty,Program Effectiveness,Middle Schools,Grade 6,At Risk Students,Mental Health,Cooperation

Service learning has been established as a promising method of teaching and learning that engages youth as change agents in their schools and communities. But service learning has not been widely implemented or studied in rural K-12 schools. This study explores the case of a service learning curriculum, the Working Together Project (WTP), in a rural, high-poverty school. Data collection included classroom observations, surveys, and individual/focus group interviews with participants of the curriculum. The case study findings illustrate how the WTP curriculum unfolded with students, benefits for the school (cross-generational collaboration, school introspection and improvement), benefits for the students (collaborative skills, professional skills, growth, and maturity), and the challenges of the WTP. This case highlights the potential of service learning to promote democratic citizenship in rural schools and communities.
Uncovering Rural Educators&apos; Secret Agency
Author: Karnopp, Jennifer
Date: 2022-05-00
Type: Journal Articles
Subjects: Rural Education,Rural Schools,School Districts,Faculty Development,Informal Education,Social Networks,Elementary School Teachers,Middle School Teachers,High School Teachers,Friendship,Teacher Collaboration,STEM Education,Independent Study

School change efforts often rely on formal organizational structures to support educator knowledge of new instructional practices. Rural districts face challenges accessing the resources necessary for robust structures, but informal relationships among educators are often strong. Using structuration theory as a lens, this paper examines the knowledge-building behaviors of educators in one rural school district regarding new instructional practices related to a recent initiative. A thematic analysis of interviews with a purposive sample of district educators reveals that, in the absence of robust formal supports, educator agency was critical for establishing informal knowledge-building structures that supported knowledge-sharing within district schools. These findings suggest that rural districts would benefit from attending to structures and routines that support social interaction in order to leverage educator agency during change implementation.
Evaluating a Suite of Strategies for Reading Graphic Novels: A Confirmatory Case Study
Author: Nottingham, Maribeth
Date: 2022-09-00
Type: Journal Articles
Subjects: Cartoons,Novels,Instructional Effectiveness,Elementary School Teachers,Faculty Development,Reading Instruction,Grade 3,Grade 4,Grade 5,Teacher Attitudes,Coaching (Performance),Knowledge Level,Barriers,Workshops

This article describes a qualitative study conducted by two researchers who are teacher educators and a literacy coach in a private school. The purpose was to determine the effectiveness of a set of strategies for reading and teaching about graphic novels by examining the responses of three elementary-grade teachers in a reading workshop environment to a semester-long professional development. Challenges both expected and unexpected were encountered but results overall were positive for teachers. In addition, they provided guidance to researchers for using the strategies introduced in the professional development in further studies.
The Textual Gutter: How Gene Luen Yang Redefines the Gutter in Boxers &amp; Saints to Tell a Transnational Tale
Author: Lucas, David, Jr.
Date: 2022-09-00
Type: Journal Articles
Subjects: Reading Research,Cartoons,Novels,Reader Text Relationship,United States Literature,Rhetoric,Fiction,Imagination,Imagery

This paper attempts to provide a new understanding of the gutter and how it is used to significant effect in Gene Luen Yang's, Boxers &amp; Saints. This research draws upon the work of Scott McCloud to establish a framework for the theoretical applications of the gutter. Most prior research focuses on the gutter within the page. This article demonstrates how Yang pushes the concept of the gutter further by creating a new type of gutter that moves beyond the pages and across texts. Then the research attempts to demonstrate how the idea of the textual gutter heightens the transnational elements that define Boxers &amp; Saints.
Implementing Tactile Learning to Aid Students Understanding of the Bohr Model
Author: Monroe, Christin B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Introductory Courses,Chemistry,Nuclear Physics,Models,Science Instruction,Science Activities,Manipulative Materials,Computer Simulation,Student Attitudes,Learning Disabilities,Students with Disabilities,College Students

It is essential for introductory level chemistry students to understand atomic models and how atoms interact to form chemical bonds. The tactile model in this article utilizes marbles to represent subatomic particles, a cup to represent the nucleus and wooden rings to simulate the electron orbitals. These inexpensive items can be combined to construct models in which students can build foundational knowledge of atomic structure and how subatomic particles interact. Students were asked to provide feedback comparing the use of this tactile model to atomic computer simulations, videos and their textbook regarding the method they felt was most useful to learn atomic structure.
Supporting Middle School Student Transition to High School: Best Practices from Middle School Principals
Author: Haynes, Larry Parker
Date: 2022-09-00
Type: Journal Articles
Subjects: Middle School Students,Student Adjustment,Principals,Administrator Role,Administrator Attitudes,Educational Environment,High Schools,Student Needs,Student Centered Learning,Teamwork,Parent Participation,Cooperation,Best Practices,Student Development

Adolescents experience challenges navigating psychological, physiological, and emotional transformations. This article contributes to research into how middle school and high school environments can reinforce the needs of students through the transition from middle school to high school. In this grounded theory study, we interviewed 11 experienced, successful middle school principals in high-performing schools to explore practices and behaviors in supporting this transition. Participants noted the importance of maintaining high expectations while providing students with continuous nurturing, support, and opportunities to develop into responsible and self-sufficient young adults. These principals built positive school environments by promoting a shared vision based on regular collaboration among all stakeholder groups. Principals affirmed the middle school concept practice of exposing students to (a) rigorous, engaging, academic classes; (b) a variety of career exploration and elective course offerings; and (c) opportunities to teach positive character, soft skills, and self-advocacy. Findings reaffirmed the benefits of student-centered schools with effective administrators and teachers who seek continuous improvement, practice professional collaboration, implement student-centered programs/interventions, and make decisions based on the best interest of the students. The article concludes with implications for practice and further research.
National Summer Transportation Institute: Increasing Career Awareness in Civil Engineering for Underserved High School Students
Author: Villatoro, Melanie L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Summer Programs,STEM Education,Career Awareness,Student Interests,Transportation,High School Students,Civil Engineering,Minority Group Students,Females,Disproportionate Representation,Low Income Students,Program Effectiveness,Student Attitudes

Our nation needs to increase the number of students pursuing degrees in the fields of Science, Technology, Engineering, and Mathematics (STEM) and those leading to transportation-related careers. In order to meet the demand for qualified graduates in transportation, it is necessary to diversify the pool of students entering college with an interest in these fields. The National Summer Transportation Institute (NSTI) is an educational initiative developed by the Federal Highway Administration (FHWA) and Department of Transportation (DOT). The NSTI at City Tech was designed to increase awareness of transportation-related careers among New York City high school students. The structure of City Tech's NSTI includes lectures, field trips, projects, and laboratory activities that promote the growth of each participant and strengthen their academic and social skills. This NSTI program provides a model for broadening participation in STEM and building America's STEM workforce.
Preparing Preservice Teachers Using a Civic Engagement Model: The Effect of Field Experience on Preservice Teacher Knowledge, Skills, and Attitude
Author: Haines, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Citizen Participation,Field Experience Programs,Program Effectiveness,Knowledge Level,Skill Development,Student Attitudes,Environmental Education,Place Based Education,Recreational Facilities,Elementary School Teachers,Self Efficacy

Participating in a civic engagement partnership, Towson University preservice teachers deliver educational programming at the National Aquarium to students from local schools, focusing on Chesapeake Bay water quality and human impact. Teaching Environmental Awareness in Baltimore (TEAB) is designed to engage students (both preservice teachers and K-12) in environmental issue investigations relevant to the local community and promote deep, critical thinking. From a civic and socio-scientific viewpoint, our project has the following aims: (1) to focus on urban youth who may have limited personal experience with nature and/or have a limited understanding of local natural resources, (2) to assist preservice teachers in becoming confident, competent environmental educators through practical, hands-on professional development, (3) to enact a place-based environmental curriculum that meets both the instructional guidelines of local school districts and State content standards.
Turning STEM Education Inside-Out: Teaching and Learning inside Prisons
Author: Hardin, Jo
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Institutionalized Persons,Correctional Institutions,Correctional Education,STEM Education,Teachers,Group Activities,Discussion (Teaching Technique),Stereotypes,Difficulty Level,Exchange Programs

The Inside-Out Prison Exchange Program is an international network of teachers and learners who work to break down walls of division by facilitating dialogue across social differences. In this model, first developed by Lori Pompa at Temple University, campus-based college students (outside students) join incarcerated students (inside students) for a college course that is taught inside a correctional facility. Compared to other disciplines, STEM courses are underrepresented in the Inside-Out program. Here we discuss the unique opportunities of teaching a STEM course inside prison using the Inside-Out approach and how it differs from other models of STEM teaching in prison. Our analysis is based on the experience of three instructors from two liberal arts colleges, who taught Inside-Out courses in statistics, number theory, and biochemistry inside a medium-security state prison for men.
In-the-Moment Experiences of Rural School Principals in the COVID-19 Pandemic
Author: White, Simone
Date: 2022-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Access to Education,Internet,Rural Areas,Foreign Countries,Rural Schools,Principals,Student Needs,School Closing,Elementary Secondary Education,Electronic Learning,Educational Innovation,Administrator Attitudes

The COVID-19 pandemic has exposed the many existing inequalities in education systems across the world. Not all children have easy access to educational online resources or digital technologies, a situation more amplified in rural contexts where access, connectivity and affordability play a significant factor. This qualitative account reveals examples of how rural school leaders were able to find innovative ways early in the COVID-19 pandemic to address the remote learning needs of their students and families. This paper shares in-the-moment experiences of rural principals, and those who supported them, in quickly transitioning to address student needs when school buildings closed. Support actions of regional and state education agencies are also described. Principals' schools are located in rural areas of Kansas, Pennsylvania and Queensland, Australia. Principals' attention to place and teacher capacity enabled students and families to access educational offerings and supports in new ways.
Comparing Rural and Non-Rural Principals Instructional Leadership in the Age of ESSA
Author: O'Shea, Cailen M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Rural Urban Differences,Educational Legislation,Elementary Secondary Education,Federal Legislation,Comparative Analysis,Leadership Styles,Rural Schools,Urban Schools,School Policy,Administrator Role,Administrator Attitudes,Administrator Effectiveness

This qualitative study compares the instructional leadership practices of rural and non-rural principals, seeking to understand contextually based differences in how principals create a focus on teaching and learning. Principals across settings report similarities in instructional leadership tasks; however, they reported significant contextual differences in how they are carried out. These include the use of formal distributed leadership in non-rural schools and informal distributed leadership in rural schools. Additionally, rural principals report adaptive practices that shape policy implementation in ways that support people-centered leadership. We conclude with areas for additional research: the unique demands of the role of principal-superintendent; how principals make sense of multiple messages about instructional leadership; and the qualitative aspects of instructional leadership that support principal effectiveness.
National Rural Education Association Research Agenda--2022-2027: A Closer Look at the Research Priorities
Author: Hartman, Sara L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Education,Educational Research,Research Needs,Educational Policy,Equal Education,Educational Finance,Teacher Education,Teacher Recruitment,Teacher Persistence,Career Pathways,Partnerships in Education,Health,Wellness

Rural schools in the United States serve more than 9.3 million students (Showalter et al., 2019), often possessing strengths and facing challenges that differ from their metropolitan and suburban counterparts. To attend to the unique context of rural schools and to encourage rural education research in key areas, the National Rural Education Association's (NREA) Research and Higher Education Committee presents the &quot;National Rural Education Association Research Agenda--2022-2027.&quot; The central goal of this agenda is to present major priorities for current and future rural education research in order to support the efforts of rural education practitioners, administrators, and school board members as well as advise the policymakers, community leaders and activists, nonprofit organizations, and funding organizations who contribute to the vitality of rural schools and communities. A comprehensive research project that utilized surveys, interviews, and focus groups guided the direction of the agenda, from which spatial and educational equity emerged as the most common theme.
The 2020-2021 Whippoorwill Award: Redefining and Reconsidering What Counts as Rural YA Literature
Author: Kedley, Kate E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Awards,Adolescent Literature,Rural Areas,Definitions,Evaluation Criteria

The Whippoorwill Award aims to bring attention to the theme of rural spaces and people in the larger genre of young adult literature. This award annually recognizes the best books for the middle grades and young adult readers that portray the value of rural spaces, knowledge, people, and cultures. The Whippoorwill Award is intended to be a resource for young readers, their teachers and other adults in their lives to help identify authentic, complex, meaningful, and well-written portrayals of rural life. This article discusses the third cycle of Whippoorwill Book Award winners, covering the publication years of 2020 and 2021. The winners include 13 diverse and compelling books that portray rural people and places in dynamic and energizing ways.
The Impacts of School Closure on Rural Communities in Canada: A Review
Author: Haynes, Michael
Date: 2022-05-00
Type: Journal Articles
Subjects: School Closing,Rural Areas,Foreign Countries,Economic Impact,Educational Policy,School Community Relationship,Consolidated Schools,Rural Schools

In rural Canada the issue of school closures and consolidations due to low enrollment and heightened fiscal constraints has become a contentious and highly charged issue for citizens and communities. This literature review synthesizes the major effects of school closure on rural communities, identifying economic impacts, social impacts, and implications for students. The historical context of Canadian rural schools, notions of rurality, urbanormativity and local complexity, along with considerations of urban-centred educational policy, are overarching themes identified in the rural school literature. These concepts were found to subsequently perpetuate the economic, social, and student-centred impacts reported. A relative dearth of research focusing on the community-level impacts of rural school closure, particularly in the Canadian context, supports the need for further in-depth studies that address gaps in the literature. These findings could in turn be used in the development of future educational policy which acknowledges rurality for rural Canadian communities.
Dynamic Policy Solutions for Rural EL Educators
Author: Wallington, Elizabeth Thorne
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,English Language Learners,Models,Rural Education,Faculty Development,Student Diversity,Educational Policy

Many rural communities have seen population shifts with burgeoning communities of linguistic, racial, and economic diversity expanding into traditionally homogenous rural communities (e.g. Brenner, 2016; Sharp &amp; Lee, 2017). These shifts can occur rapidly, as a result of regional economic, social, or political forces and are particularly impactful on local educational community resources (Hansen-Thomas, et al., 2016). This policy brief outlines a systemic approach to professional development needs for educators in rural communities who support students from diverse backgrounds. These practices provide the support needed to meet emerging student needs and strengthen educators' self-efficacy (Flores, et al., 2015; O'Neal, et al., 2008).
Transforming Emotional Health: Addressing Teacher Burnout
Author: Johnson, Jennifer A. L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Well Being,Pandemics,COVID-19,Deafness,Special Education Teachers,Work Environment,Help Seeking,Daily Living Skills,Stress Management

As deaf education teachers return to the classroom and demands to decrease pandemic learning gaps grow, an emotionally safe environment for work becomes critical. Teacher experiences should be validated, and prevention and recovery from burnout should be normalized. Above all, meaningful, evidence-based resources that are accessible and low cost to support our teachers must be provided. Facing the issue of burnout and showing concern for teachers' emotional health and well-being can not only transform the teaching experience, it can transform the teachers.