ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I&apos;m Not Where I Want to Be&quot;: Teaching Principals&apos; Instructional Leadership Practices
Author: Wallin, Dawn
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Instructional Leadership,Rural Schools,Foreign Countries,Administrator Role,Self Efficacy,Small Schools,Expectation,Leadership Effectiveness,Elementary Secondary Education,Faculty Development,Goal Orientation,Educational Environment,School Community Relationship

This paper reports on the ways in which teaching principals in rural schools in Alberta, Manitoba, and Saskatchewan, Canada enact instructional leadership within the five leadership domains conceptualized by Robinson, Lloyd, and Rowe (2008). Although participants suggested that they were &quot;not where they wanted to be&quot; in their efforts to enact instructional leadership, their actions demonstrate exemplary practice in this regard. The nature of the discourse perpetuated by leadership groups and teachers' associations that equates instructional leadership with classroom visits only has the effect of decreasing teaching principals' self-efficacy as instructional leaders. We argue for recognition of these leaders' efforts to support learning, and a reconstitution of the role of the teaching principal such that instructional leadership expectations are realistically manageable for leaders in small rural schools.
The Effect of Spiritual Intelligence and Optimistic on Creativity in Team and Individual Sports Activities of Trabzon University Students
Author: Aydin, Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Positive Attitudes,Creativity,Team Sports,Athletics,College Students,Student Athletes,Physical Education,Spiritual Development

The main purpose of this research was to investigate the effect of spiritual intelligence and optimistic on creativity of team and individual athletes of Trabzon University. In order to measure the spiritual intelligence, the optimism and the creativity variable, the standard questionnaires (Amram and Dryer, 2008), (Webber and Smokowski, 2018) and (Torrance, 2000) were used respectively. The reliability of the questionnaires was also evaluated by Cronbach's alpha test, respectively. The Cronbach's alpha coefficient for the spiritual intelligence, optimism and creativity questionnaires were 0.75, 0.83, and 0.81 respectively. The questionnaires were comprised of a sample of 148 students from Trabzon University: 74 of team athletes such as soccer, volleyball, basketball and handball as well as 74 individual athletes such as tennis, badminton, track and field, swimming, etc.. The findings showed that: spiritual intelligence and optimism has a significant effect on creativity of all team and individual athletes. Spiritual intelligence and optimism has a significant effect on creativity of individual athletes. Team and individual athletes have a significant difference in optimism and creativity variables. So the observed significant difference was due to more creativity of team sportsmen.
It Starts with Us: Including Refugees in Rural Schools and Communities
Author: Wille, Alice M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Refugees,Rural Schools,English Language Learners,Cultural Differences,Family School Relationship,Youth,School Personnel,Migration,Resource Allocation,Trauma,Curriculum Development,School Community Relationship,Elementary Schools,Middle Schools,High Schools,Social Integration,Student Needs

Rural school personnel across three districts and states were interviewed to learn their experiences working with refugee youth and their families. These eleven individuals held different roles including administrators, special service providers, and teachers of English language learners (ELL). Through qualitative analysis, the broad themes of communication, differences, resources, curriculum, collaboration, and family-school relationships were identified. Data were used to develop recommendations for promoting the inclusion of newcomer youth in rural schools.
Disrupting Dichotomous Traps and Rethinking Problem Formation for Rural Education
Author: Azano, Amy Price
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Education,Rural Schools,Educational Policy,Educational Research,Critical Theory,Instructional Leadership,Rural Youth,Teacher Education Programs

This article highlights various paradoxes and false dichotomies in rural education research. Using Paulo Freire's theories of oppression and critical awareness, the article delineates a theoretical framework designed to explore a reframing of rural education. We propose that this reframing would serve as rural praxis for school leaders and teachers, and we make use of these theories to discuss school leader and teacher preparation programs. This reframing for the field of rural education research proposes a way through contradictions and dispels deficit narratives underlying conceptions of rurality and theoretical constructs in rural education research.
Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia
Author: Mitchell, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Rural Schools,Foreign Countries,Teacher Education Programs,School Districts,Comparative Analysis,Teacher Educators

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.
Space and Place in Rural Program Implementation: A Look at Two Early College Programs in Ohio
Author: Allen, Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: College Preparation,College Bound Students,High School Students,Rural Schools,School Location,Educational Resources,Educational Opportunities,Access to Education,Program Implementation,Transportation,Proximity,School Districts,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Summer Programs

Employing concepts of place and space, we consider the implementation of Early College initiatives in two small school districts in Ohio, situated in very different regions of the state. One is a rural district near the foothills of Appalachia, and the other is a small town district on the shores of Lake Erie. The paper examines data collected through a state-wide evaluation project. Our analysis suggests that where a school is located matters to the kinds of resources, opportunities and constrains it has for implementing state programs. Resources like transportation, access to college partners, and even proximity to other school districts made important differences to how these school districts implemented the Early College program. Given the variable conditions of school districts in Ohio and other states with a large number of rural and small city school districts, state policy makers should consider flexible implementation plans and variable levels of support.
Journeying Beyond: Digital Storytelling with Rural Youth
Author: Staley, Bea
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Telling,High School Seniors,Student Attitudes,Personal Narratives,Student Projects,Educational Experience,Aspiration,Technological Literacy,Rural Education,Student School Relationship,Relevance (Education),Youth,Self Concept

This paper describes a digital storytelling project, completed with two classes of &quot;non-college bound&quot; Seniors at Shady Grove High School in the Midwestern United States. Using narrative inquiry as a methodological framework, student's stories were examined and considered as meaningful contributions to current knowledge about issues in rural education. Three broad themes revealed themselves in the student's work: 1. High school is viewed solely as a pipeline to college, 2. High school is not seen as &quot;useful&quot; or meaningful for students with career aspirations that do not require a four-year college degree, and 3. High school is mediated through the relationships formed there (teacher and peer). This project revealed the complex and complicated ways in which one group of rural students engaged with digital literacies to reflect on who they are, how they see themselves, and how they view their educational experiences connecting to their future selves.
Academic Coach and Classroom Teacher: A Look inside a Rural School Collaborative Partnership
Author: Hartman, Sara L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Rural Schools,Cooperation,Partnerships in Education,Case Studies,Teacher Collaboration,Motivation

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.
Like Day and Night: On Becoming a Teacher in Two Distinct Professional Cultures in Rural Saskatchewan
Author: Miller, Dianne M.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Culture,Rural Schools,Foreign Countries,Beginning Teachers,Institutional Characteristics,Educational Environment,Elementary Secondary Education

Framed within ecological and institutional ethnography perspectives, and situated within a larger study of beginning teachers in the Canadian province of Saskatchewan, this paper focuses on the dramatically different experiences of one beginning teacher who happened to secure half-time contracts in two rural schools within commuting distance of one another. His account of these experiences and how he makes sense of them orient researchers to the broad social, economic, and material conditions that organize the mutually dependent work of parents and teachers. This analysis contributes to beginning teacher research by affirming the value of personal stories of learning to teach, moving beyond studies of individual adaptation to fixed notions of professional success, and opening to scrutiny the shared conditions of early and later career teachers as they are institutionally and discursively organized, thus promoting appreciation of the complexities of learning to teach attuned to variation in local rural circumstances.
Why Rural Principals Leave
Author: Hansen, Cindy
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,Principals,Administrator Attitudes,Labor Turnover,Decision Making,School Districts

The purpose of this qualitative study was to explore the factors that influenced a principal's decision to leave his or her rural school. Six principals who left their rural Minnesota schools within the previous year were interviewed to determine the perceived factors that led to their departure decisions. Factors were grouped into personal, institutional, and environmental categories. Interviews were transcribed, coded, and analyzed for themes through a rigorous process that included inter-rater reliability checks with an independent researcher and repeated member checks with respondents. Themes were codes that occurred for more than half of respondents and included Family Needs, Career Aspirations, Community Expectations, Workload, Lack of Professional Support, Superintendent and School Board (General Decisions or Relationship), and Superintendent and School Board (Principal Salary and Contract Negotiations). Limitations and suggestions for future research are discussed.
Impact of Multiplex Relationships on Rural Science Education
Author: Knutson, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Education,Science Education,Rural Schools,Science Tests,Standardized Tests,Scores,Social Capital,Science Teachers,Teacher Student Relationship,Achievement Tests,Science Achievement

Relationships play a strong role in rural communities and education, and multiplex relationships--relationships that can overlap due to multiple contexts of interaction in a rural school--are unique to the rural setting. This study focused on multiplex relationships and their impact on science classroom performance, as measured by science standardized test scores, through the lens of Social Capital Theory. Quantitative survey results from rural science teachers regarding number of student relationships and state-based science test scores were correlated. Additionally, qualitative survey answers from a subset of respondents were used to construct a more complete picture of the essence of these relationships and their perceived impacts. Results indicate multiplex relationships do not impact science test score achievement; however, teacher accounts of classroom experiences with students illustrate a strong perception that multiplex relationships increase their ability to help students succeed.
The Essential Three (e3): A University Partnership to Meet the Professional Learning Needs of Rural Schools
Author: Ohlson, Matthew
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Education,Rural Schools,Partnerships in Education,Consortia,College School Cooperation,Educational Needs,Needs Assessment,Program Implementation,Learner Engagement,Outcomes of Education,Faculty Development,Educational Practices,Educational Policy

The Essential Three (e3) is a professional learning series that focuses on supporting rural school districts and school leaders as they engage in the important work of prioritizing and determining areas of instructional focus. As educators transition to new rigorous state and national standards and face the challenges of learning newly adopted instructional frameworks/evaluation tools, the e3 training has offered educators much needed guidance and support within high-needs, rural districts in Florida. As the result of a partnership between the North-East Florida Educational Consortium (NEFEC) and the University of North Florida, teacher leaders and school administrators have now implemented a streamlined process to increase rigor, collaboration, and student engagement within the learning environment. This work details the comprehensive implementation process, as well as various promising practices for educators and rural school leaders to impact policies and instructional practice.
Collaboration: A Partnership Solution in Rural Education
Author: Harmon, Hobart L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Partnerships in Education,Rural Education,School Districts,Rural Schools

As an introduction to this special issue of &quot;The Rural Educator&quot; on the topic of collaboration, I provide examples of how collaboration offers promise as a partnership solution to current and future education challenges of rural schools and their communities. Highlights of two literature reviews establish a historical context for collaboration. Specific examples of collaboration in rural education practice from the literature set the stage for a summary of the four articles included in the special issue. Last, five questions are posed that if answered could demonstrate the potential value of collaboration to advance research, innovation and practice in rural education.
Collaboration to Support Rural Student Social-Emotional Needs
Author: Nichols, Lindsey M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Well Being,Rural Areas,School Counselors,Educational Environment,Mental Health,Academic Achievement,Counselor Teacher Cooperation,School Psychologists,Best Practices,Mental Disorders,Behavior Disorders,Elementary Secondary Education

There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students' social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students' social-emotional well-being.
Investigating the Establishment and Sustainability of Professional Learning Communities in Rural East Texas: The Principals&apos; Perspectives
Author: Willis, Justin C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Communities of Practice,Sustainability,Rural Schools,Teacher Attitudes,Trust (Psychology),Organizational Change,School Districts,Professional Development,Small Schools,Leadership Effectiveness,Teacher Leadership,Teacher Administrator Relationship

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.
I&apos;m Paying the Time for Someone Else&apos;s Crime: Principals and Core Teachers at Rural Middle Schools under Chronic Academic Stress
Author: Sanchez, Jafeth E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Teacher Role,Middle Schools,Stress Variables,Expectation,Academic Achievement,Educational Improvement,Administrator Attitudes,Rural Schools,Low Achievement,Educational Environment,School Culture,Teacher Attitudes

Today, many principals are assigned to struggling schools with the mandate to quickly change the academic trajectory of the students. Interviews were conducted to gain an understanding of how principals and core teachers working at rural middle schools under chronic academic stress perceived the increased academic expectations at their schools. Three key findings were revealed: (a) There were misaligned principal and teacher interpretations of efforts to improve the school; (b) there tended to be an ongoing focus on what was wrong with the school; and (c) principals felt they were alone in the process. A discussion of these findings is provided.
Student Population Change in Rural Illinois Schools and Its Implications for School Leaders
Author: Kinkley, Ian C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Population Trends,School Demography,Enrollment,Rural Population,Instructional Leadership,Public Schools,Elementary Secondary Education,Racial Composition,Poverty,Educational Finance

This paper examines rural public school student population change in Illinois and explores the implications of these changes on educational leadership. Secondary analysis of 16 years of data from NCES Common Core of Data Universe Surveys illuminates population change in terms of student enrollment and demographic characteristics. Findings suggest that these changes have occurred over the 16 year period and present potentially considerable challenges for school leaders especially given the broader state climate.
Successful Leadership in Rural Schools: Cultivating Collaboration
Author: Preston, Jane P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,Rural Schools,Administrator Effectiveness,Change Agents,Leadership Styles,Teamwork,Teacher Administrator Relationship,Parent School Relationship,School Community Relationship,Social Capital

This article is a literature review of the professional competencies and personal qualities commonly associated with successful leadership in rural schools. Multiple definitions of the term rural are provided. A delimitation of this research is that findings reflect literature published from 2005-2015, positioning this document as a current analysis of rural leadership. A limitation of the article is that the research predominantly emanates from rural American, Canadian, and Australian settings, restricting a global application of results. The findings are represented via two overarching themes. Successful rural principals promote people-focused relationships with staff, students, parents, and community members. Second, rural principals have the opportunity to be agents of change through balancing local and district policies and through enacting instructional leadership. At the root, both of these themes reveal the importance of rich collaboration with members of the school community. This research is pertinent to researchers, government leaders, policymakers, school leaders, teachers, parents, and community members interested in understanding and responding to the demands of rural schools.
&quot;It&apos;s Not a Gotcha&quot;: Interpreting Teacher Evaluation Policy in Rural School Districts
Author: Gilles, Jane F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Rural Schools,School Districts,Educational Policy,Formative Evaluation,Summative Evaluation,School District Autonomy,Program Implementation

This multi-case study explored how local policy actors in rural school districts interpreted new teacher evaluation policies and how state-level policy actors influenced local policy responses. In the first phase of the study, teachers and administrators in four rural school districts in two U.S. states were interviewed about new state teacher evaluation policies and their own local efforts to meet policy demands, while the study's second phase investigated the work of state-level policy actors. Shedding light on the realities of tackling reform mandates in rural schools, the study finds that teacher evaluation policy efforts are challenged by the tension between the formative and summative purposes of teacher evaluation, that teacher evaluation policies allowing local control in system design require a significant commitment at the local level, that local actors rely on and value the work of policy intermediaries, and that interpreting teacher evaluation policy and planning for implementation can be particularly challenging in small rural school districts.