ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Associated with the Personal Assessment of College among American Indian Students at a Rural University
Author: Huffman, Terry
Date: 2008-00-00
Type: Journal Articles
Subjects: American Indians,Traditionalism,Rural Schools,American Indian Reservations,American Indian Culture,Student Attitudes,College Students,Age Differences,Gender Differences,Surveys,Ethics,Correlation,Educational Attitudes,Higher Education

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. (Contains 6 tables.)
Relationships between District Size, Socioeconomics, Expenditures, and Student Achievement in Washington
Author: Diaz, Vince
Date: 2008-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Academic Achievement,Grade 4,Grade 7,School District Size,Expenditure per Student,State Standards,Reading Achievement,Mathematics Achievement,Predictor Variables,Correlation,Outcomes of Education,Achievement Tests

The purpose of this article is to describe the relationship between district size, socioeconomic status, actual levy percentages, and their predictive influence on the 2003 Washington Assessment of Student Learning results for 4th and 7th grade students in Reading and Mathematics. The convenient sample was 82 Washington State 2nd-Class school districts with enrollments between 500-2,000 students. The results indicated: (a) no significant correlations between achievement and district size; (b) socioeconomic status was the best predictor of achievement; and (c) actual levy percentages and student outcomes were significantly correlated in the positive direction. (Contains 7 tables.)
Weighing in: Rural Iowa Principals' Perceptions of State-Mandated Teaching Evaluation Standards
Author: Lasswell, Terri A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Rural Schools,Accountability,Principals,Teacher Evaluation,Administrator Attitudes,Best Practices,State Regulation,State Standards,Mail Surveys,Likert Scales,Policy Analysis

As the accountability movement has gained momentum, policy makers and educators have strived to strike a difficult balance between the sometimes competing demands at the local, state, and federal levels. Efforts to improve accountability and teacher evaluation have taken an especially unique route in Iowa, where local control and resistance to state mandated curricular standards have been popular topics from the statehouse to the convenience store. This research explores principals' impressions of Iowa's state-mandated standards for best-practice teaching (as opposed to state mandated curricular standards). Further, the research examined the extent to which the Iowa Teaching Standards (ITS) and accompanying Iowa Evaluator Approval Training Program (IEATP) have impacted the way teacher evaluations are conducted in the state's rural schools. Evidence indicates that most principals felt that ITS and the accompanying IEATP made them feel adequately or very well prepared to conduct teacher evaluations. In addition, 65% of respondents reported that IAETP had changed the way teachers are evaluated.
Math Infusion in Agricultural Education and Career and Technical Education in Rural Schools
Author: Anderson, Shawn
Date: 2008-00-00
Type: Journal Articles
Subjects: Rural Schools,Federal Legislation,Agricultural Education,Academic Achievement,Academic Standards,Mathematics Teachers,Vocational Education,Mathematics Instruction,Relevance (Education),Interdisciplinary Approach,Models,Faculty Development,Teacher Education,Teacher Education Programs,Science Instruction,High School Students

The increased pressure for gains in academic performance in mathematics and science are not going to dissipate, and rural schools must find a way to meet these challenges. The No Child Left Behind (NCLB) and the Carl D. Perkins Federal Vocational and Technical Education Act legislations have also put pressure on career and technical education (CTE) to increase academic standards in CTE curriculum. Infusing mathematics into the curriculum will give students a chance to see the mathematics in a real-world context. The model of infusion proposed by the National Research Center for Career and Technical Education (NRCCTE) has given a viable option to aid in teaching mathematics in context. Further research is needed in order to guide everyone to the best model of mathematics infusion. The NRCCTE model should be tested across more CTE curriculums to determine if it can be implemented nationally. Also, more research is needed on the professional development that CTE and mathematics teachers receive in order to determine its effectiveness. Most of the research in mathematics infusion has taken place with in-service teachers. Mathematics infusion needs to start with the pre-service teachers. An analysis of teacher preparation programs can determine if future CTE instructors are receiving adequate mathematics and science courses to be able to proficiently infuse those academics into the curriculum. (Contains 1 figure.)
Teachers' Perceptions of Their Preparation for Teaching Linguistically and Culturally Diverse Learners in Rural Eastern North Carolina
Author: O'Neal, Debra D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Colleges,Second Language Learning,Interviews,Rural Areas,English (Second Language),Second Language Instruction,Teacher Attitudes,Elementary School Teachers,Knowledge Base for Teaching,Teacher Education,Self Concept,Teacher Effectiveness

The number of English language learners (ELL) students in the US is increasing dramatically. The growth is even more evident in rural areas of the United States such as North Carolina where teachers are facing classrooms with a majority of second language learners. The authors conducted a study interviewing 24 teachers at a rural elementary school in eastern North Carolina. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses. All teachers showed a strong desire to learn more at this time in their careers, but emphasized their lack of prior training. The study found that even though teachers lacked confidence, they were effectively educating this growing population. The authors discuss the responsibility of Institutions of Higher Education (IHE) to provide formal education in teaching students from diverse language backgrounds. (Contains 2 tables.)
Considering Student Writing from the Perspective of Parents in One Rural Elementary School
Author: Brashears, Kathy
Date: 2008-00-00
Type: Journal Articles
Subjects: Childrens Writing,Parent Attitudes,Interviews,Rural Schools,Elementary School Students,Relevance (Education),Writing Instruction,Writing Skills,Illiteracy,Writing (Composition)

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.
Rural Teachers' Best Motivating Strategies: A Blending of Teachers' and Students' Perspectives
Author: Hardre, Patricia L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Attitudes,Secondary School Teachers,Student Motivation,Educational Strategies,Best Practices,Interviews,Student Attitudes,Student Interests,High School Students,Educational Objectives

This paper extracts and elaborates rural secondary teachers' most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Selection of best practices was based on a synthesis of what both teachers and students reported as making the greatest positive impact on their school-related motivation. Strategies are illustrated by multiple detailed examples from teacher interviews. (Contains 1 table and 1 figure.)
Rural Community Input to School District Strategic Planning: An Action Research Model Using Focus Groups
Author: Winand, Brent L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Strategic Planning,Rural Schools,Action Research,Focus Groups,School Districts,Peer Evaluation,Administrator Attitudes,Superintendents

A rural superintendent used action research principles in conducting a series of focus groups with community members, students, and staff. The focus group data informed strategic planning. At the end of a carefully designed process, district administrators found more agreement among residents than they had expected. Community members were grateful for the opportunity to participate, and the district's strategic plan contained important goals that would not have been recognized without community input. Administrators believed conducting the focus groups themselves brought more benefit than if they had hired a consultant, because of the interaction with community members. The result was a model that could be used by other rural superintendents.
Adolescents and Teachers as Partners in a School-Based Research Project to Increase Physical Activity Opportunities in a Rural Community
Author: Rye, James
Date: 2008-00-00
Type: Journal Articles
Subjects: Obesity,Intervention,Physical Activities,Partnerships in Education,Physical Activity Level,Focus Groups,Adolescents,Poverty Areas,College School Cooperation,Electronic Equipment,Surveys,Body Weight,Rural Areas,Program Descriptions,Health Promotion,Scores,Statistical Analysis

Schools are an important resource in combating the physical inactivity and obesity epidemics in rural economically depressed areas. Through a University-community partnership, teachers and adolescents in a rural West Virginia county with one of the highest obesity rates in the state developed a school-based research intervention to increase physical activity opportunities. The intervention included walking routes, educational sessions, and pedometers. A survey about barriers to physical activity revealed that &quot;lack of willpower&quot; was a barrier of concern among program participants (mostly school employees) and had a statistically significant (p = 0.0033) pre to post mean score decrease during the year two offering. Focus groups with the adolescent researchers revealed that pedometers may facilitate maintenance of physical activity and a broader community impact. Focus group dialogue combined with teacher-researcher perspectives suggested that the adolescents changed their weight control paradigm from &quot;dieting&quot; to include the critical role of energy expenditure. (Contains 1 table and 2 figures.)
Making Room for Place-Based Knowledge in Rural Classrooms
Author: Shamah, Devora
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,Culturally Relevant Education,Indigenous Knowledge,Cultural Education,Social Values,Cultural Context,Educational Practices,Teaching Methods,Performance Factors,Rural Environment,Classroom Techniques

For many rural schools the view outside the classroom window is one of scenic fields, pasture lands, or forests nestled at the base of mountains. Despite the proximity of rural schools to both agricultural land and the natural world, what little connection to place that may have existed in rural schools' curricula has been disappearing as schools shift their focus toward basic academic skills (e.g., reading, math, and writing). The authors argue that ultimately the trend in reduction of school programs and the practice of undervaluing place-based-knowledge, especially place-based knowledge gained outside the classroom through interactions within place, diminishes the ability of schools to be the primary location for collective socialization and the transmission of local community values to youth. They assert as well that consequences for both the quality of education and opportunities offered for youth and the overall community well-being ensue.
A Comparison of the Parent-Child Interactions between Russian Immigrant and Non-Immigrant Families in a Rural Setting in Missouri
Author: James, Jimalee L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Immersion Programs,Disadvantaged Youth,Kindergarten,Literacy Education,Early Childhood Education,Russian,Immigrants,Rural Education,Parent Child Relationship,Comparative Analysis,Rural Areas,Questionnaires,Child Development,Literacy,Cultural Awareness,Preschool Education,English (Second Language),Second Language Learning

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. (Contains 6 tables.)
Achievement Differences between Large and Small Schools in Texas
Author: Stewart, Lee
Date: 2009-00-00
Type: Journal Articles
Subjects: Suburban Schools,High Schools,Rural Schools,Statistical Significance,School Size,Small Schools,Correlation,Academic Achievement,Socioeconomic Status,Comparative Analysis,Grade 11,Urban Schools,Socioeconomic Influences

The purpose of this study was to determine whether there exists a relationship between student achievement in Texas, as measured by the Texas Assessment of Knowledge and Skills (TAKS) test, and the size of the high school at different socioeconomic levels. This study compared five size categories of Texas high schools to determine which size high school had the highest percentage of eleventh grade students passing all four sections (reading, writing, math, and science) of the TAKS test. Data were examined for statistical significance using an ANOVA and a post hoc Scheffe test. The findings indicate that smaller rural schools experience higher percentages of students passing all four parts of the eleventh grade TAKS test in Texas than the larger urban and suburban schools where 25 % or more of the students are living in low socioeconomic situations. (Contains 2 tables and 1 figure.)
Unique Rural District Politics
Author: Farmer, Tod Allen
Date: 2009-00-00
Type: Journal Articles
Subjects: School Districts,Instructional Leadership,Board of Education Policy,Rural Schools,Politics of Education,Educational Finance,National Standards,Public Education,Federal Legislation,Privatization,Stakeholders

The politics of rural educational leadership are both intense and concentrated. Rural educational leaders need to be savvy and politically skilled if they are to inspire educational stakeholders and accomplish organizational objectives. The local school system is an organization with a political culture that can be characterized as a competitive environment in which various groups from both within and without are competing for power and limited resources. Local school systems are entrusted with both children and tax dollars, two precious resources. Coupled with such entrustment is political input from all points within the political continuum. Schools and politics are inseparable.
Helping Children with Emotional Difficulties: A Response to Intervention Investigation
Author: Pearce, Lee R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Behavioral Science Research,Emotional Disturbances,Emotional Problems,Delivery Systems,Outcomes of Treatment,Models,Children,Helping Relationship,Functional Behavioral Assessment,Behavior Modification,Prosocial Behavior,Rural Schools

This article describes a Response to Intervention (RTI) model of service delivery implemented within a rural elementary school for students in kindergarten through fifth grade experiencing significant emotional and behavioral difficulties. A multi-tiered model is presented that includes school wide interventions in Tier 1, as well as a six separate interventions applied within Tier 2 and Tier 3. These included applied behavioral analysis, social skills training, counseling, differentiated instruction, cognitive behavioral interventions and parent involvement designed to assist identified students with improving prosocial skills. Nine children were treated within this program model over a two year period, resulting in two students being placed in special education under the category of emotional disturbance by the project's termination. Positive and negative aspects of the project's implementation are reviewed, along with directions for future research. (Contains 1 table and 4 figures.)
Rural School Leadership for Collaborative Community Development
Author: Harmon, Hobarat L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Community Development,Rural Schools,Instructional Leadership,School Community Relationship,Leadership Training,Standards,Alignment (Education),Economic Impact,Educational Administration,School Community Programs

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. (Contains 1 table.)
Preparing Teachers for Rural Appointments: Lessons from the Mid-Continent
Author: Barley, Zoe A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,Rural Education,Teacher Education Programs,Program Evaluation,Teacher Recruitment,Web Sites,Content Analysis,Transitional Programs,Teaching Conditions

Rural schools face difficulties recruiting or retaining qualified teachers. Prospective teachers need help better understanding the nature of rural teaching. Despite many pluses, collegial isolation, low salaries, multiple grade or subject teaching assignments, and lack of familiarity with rural schools and communities are challenges to new teachers in rural schools. This study examined nine mid-continent institutions for five components identified as preparing and retaining teachers to teach in rural schools. From the 120 teacher preparation institutions in the mid-continent, 17 confirmed the existence of a rural program emphasis. Nine of the 17 had three or more rural programs. Three of the nine programs offered options for teachers to receive multiple certifications. As to access, seven of the nine programs offered online courses and four offered courses at more accessible community college campuses. Four of the nine recruited students from rural communities and two programs actively sought student teaching placements in rural schools. (Contains 3 footnotes and 1 table.)
Rural School Principals' Perception of the School Counselor's Role
Author: Bardhoshi, Gerta
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,School Counselors,Principals,Counselor Role,Standards,Rural Areas,School Counseling,Counseling Services,Surveys,Administrator Attitudes,Statistical Analysis

Responding to the lack of clarity related to the defined role of the school counselor, the authors investigated school principals (n = 538), in a rural Midwest state, and their perceptions of the role of the school counselor. The survey utilized was developed based on professional standards of service delivery for professional school counselors as identified by the American School Counselor Association and a listing of identified appropriate and inappropriate school counselor tasks. Results indicate that school principals see responsive service provision as an essential task of the school counselor. School principals also perceive a number of ASCA identified inappropriate tasks as being important. Recommendations are made to further enhance school principals' understanding of the appropriate role of the school counselor. (Contains 2 tables.)
The Educational Aspirations/Attainment Gap among Rural Alaska Native Students
Author: Doyle, Aaron
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,Alaska Natives,American Indian Education,Academic Aspiration,North Americans,Rural Education,Educational Attainment,Indigenous Populations,Employment,Outcomes of Education,Graduates,Student Attitudes,High School Seniors,Educational Policy

Indigenous students in rural Alaska hold high educational aspirations and yet few students realize their educational goals (Hamilton &amp; Seyfrit, 1993; Kleinfeld &amp; McDiarmid, 1986; McDiarmid &amp; Kleinfeld, 1981). Our purpose in this study was to understand why so many Alaska Native students from small, isolated communities &quot;drift&quot; after high school, neither entering the postsecondary programs they aspire to, nor engaging in paid work. The contribution of this study is to clarify the reasons for the &quot;educational aspirations-achievement gap,&quot; in other words, why so many Alaska Native rural students have high educational expectations, and yet remain directionless in adult life. This is an issue on which virtually no research has been done. This paper also suggests ways that rural schools and postsecondary institutions can assist Alaska Native students in obtaining the postsecondary education to which they aspire.