ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Use in Rural Schools: A Study of a Rural High School Trying to Use iPads in the Classroom
Author: Kalonde, Gilbert
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Rural Schools,High Schools,Telecommunications,Handheld Devices,Case Studies,High School Teachers,High School Students,Grade 9,Grade 10,Grade 11,Grade 12,Rural Youth,Barriers,Technology Integration,Educational Technology,Correlation,Influence of Technology

The purpose of this case study was to explore how rural high school teachers and students, grades 9-12 use iPads in class, the obstacles and barriers to teacher and student iPad use, and the relationship between types and frequency of use, in one high school in Southern Oregon. The study consisted of classroom observations and follow-up interviews with nine teachers with iPad carts over a three week period. Qualitative data was emphasized, with some quantitative data to support it. Overall, iPad use was low, even though access to iPads was high. When iPads were used, teachers used iPads mostly for communication and delivering instruction, and students used iPads mostly for reading, writing, and research. Observational data and interview data results on the types of use were consistent, indicating that teachers are well aware of how they use iPads in their classrooms. The most common barriers identified by teachers were student and teacher attitude and preference. The low frequency of iPad use seemed to relate to the lack of learning activities involving creativity and collaboration.
Educating for Sustainability in Remote Locations
Author: Reading, Chris
Date: 2019-00-00
Type: Journal Articles
Subjects: Geographic Isolation,Community Needs,Educational Innovation,Foreign Countries,Sustainability,Indigenous Knowledge,Capacity Building,Partnerships in Education,Native Language,Rural Schools,Social Capital,Canada Natives,Teacher Recruitment,School Holding Power,Environmental Education

At a time when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educators need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessibility rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educating for sustainability in remote locations in six diverse countries: South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature of what constitutes a &quot;remote&quot; location, as well as the detail and challenges of the innovation are presented. Readers should consider how they might more suitably educate the next generation to protect, showcase and learn from/with the local knowledges and capacities of the people and environments in remote locations.
Left behind by Policy: A Case Study of the Influence of High Stakes Accountability Policy on Data-Based Decision Making in One Small, Rural New Hampshire School
Author: Carrier, Linda L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Accountability,Educational Policy,Data Use,Decision Making,Rural Schools,Small Schools,Elementary Secondary Education,Preschool Education,Teacher Attitudes

The high-stakes accountability policies that stemmed from NCLB and Race to the Top required minimum group sizes in order for school performance to be analyzed through state accountability formulas. Small rural schools have frequently been left out of this equation due to a lack of consistently reportable aggregate groups and subgroups. The evidence of this has been seen through the lack of needed data-based decision making (DBDM) practices. In order to begin to understand the DBDM practices of small rural schools and the relationship to educational policy we engaged in case study research of a Pk-12 school of 100 students from 2014-2015. The school, located in New Hampshire, provided us with insights into the potential gaps that exist between policy and practice in small rural schools. In addition, questions of educational equity began to emerge as we considered the gaps between student achievement data and the professional development of educators.
Rural Superintendents&apos; Experiences with Empowerment and Alignment to Vision in the Application of Principle-Centered Leadership
Author: Davidson, Shelby
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Superintendents,Empowerment,Leadership Styles,School Districts,Administrator Attitudes,Leadership Effectiveness,Credibility,Trust (Psychology),Educational Administration,Administrative Principles,Institutional Mission,Public Schools,Education Service Centers

This qualitative phenomenological narrative inquiry research study used narrative inquiry to investigate rural superintendents' experiences with the application of principle-centered leadership in their districts. Ten superintendents from rural districts in east Texas were interviewed. Narratives were analyzed by organizing, describing, classifying, and interpreting data collected from the interviews. The study results support the notion that the application of principle-centered leadership helps superintendents to become effective leaders in their districts. Other findings from this study include the notion that effective superintendents practice the tenets of principle-centered leadership with different actions and methods based on their beliefs and personalities. Findings also emphasized that trustworthiness and trust is the foundation of principle-centered leadership, which allows for empowerment and alignment to vision. This study provides superintendents and other educational leaders with practices critical to practicing principle-centered leadership in order to become more effective leaders in their districts.
Interpreting Rural Students&apos; Stories of Access to a Flagship University
Author: Goldman, Anna-Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Rural Schools,College Students,Barriers,Student Experience,Self Efficacy,Family Influence,Student School Relationship,Student Personnel Services,Reputation,Cultural Influences,College Readiness,Minority Group Students,American Indian Students,Low Income Students,First Generation College Students,Nontraditional Students,Veterans Education,Paying for College

Access has been an ongoing issue for rural students. In this study, I examined factors that have been proven barriers and supports for rural students. Rural college students who were part of the TRiO program at a flagship university shared barriers and supports to access higher education. Students talked about their college journeys by telling digital stories, using computer-based tools to create narratives. On-campus resources, family support, finding a place to belong in college, and self-efficacy proved to be important access and persistence factors for students.
Three Midwest Rural School Districts&apos; First Year Transition to the Four Day School Week: Parents&apos; Perspectives
Author: Turner, Jon
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Rural Schools,School Schedules,Parent Attitudes,Students,Age Differences,Special Education,Socioeconomic Influences,Costs,Budgets,Special Needs Students,Academic Achievement,One Parent Family,Elementary Secondary Education

The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collected data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups.
Perceptions of Teachers and Parents on the Educational Experiences of Students with Autism in a Remote Rural Community
Author: Azano, Amy Price
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Rural Schools,Autism,Pervasive Developmental Disorders,Students with Disabilities,Special Education Teachers,General Education,Knowledge Level,Faculty Development,Educational Resources,Socioeconomic Influences,Low Income Groups,Student Needs,Poverty

While the number of children diagnosed with autism spectrum disorder (ASD) continues to rise, research addressing the unique educational experiences of students with ASD in rural communities remains limited and inconclusive. This study investigates how the rural context influences the educational experiences of students with ASD. The researchers used an online questionnaire and in-person interviews of special education teachers, general education teachers, and parents to collect their perceptions of the experiences for students with ASD living in a remote rural Appalachian community. Data generation and analysis led to the discussion of three salient themes: limited parental knowledge, lack of resources and need for professional development, and low socioeconomic status and family or community structures. The authors discuss how these findings manifest in rural communities and make suggestions for further research and professional development.
Achieving Access to Mental Health Care for School-Aged Children in Rural Communities: A Literature Review
Author: Blackstock, Jacob S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Health,Access to Health Care,Rural Schools,Barriers,Health Services,Beliefs,Poverty,Resources,Knowledge Level,Advocacy,Drug Therapy,Trust (Psychology),Social Bias,Attitudes

With creativity and collaboration, children in rural communities who have the same mental health needs as children in urban areas can achieve access to mental health care. This review of the literature explores barriers to mental health services facing school-aged children residing in rural communities and focuses on how challenges unique to rural communities affect the type of care rural children ultimately receive. This review aligns with the NREA Research Agenda priority area &quot;access to counseling/mental health services&quot; (NREA, 2018). The discussion incorporates national trends in the treatment of children with mental health concerns and highlights some surprising facts about the state of mental health care in rural school and examines the following factors: (1) belief, (2) family poverty, (3) school support, (4) community resources, and (5) awareness. The review concludes by outlining opportunities for advocacy and proposed solutions for improving mental health care access for rural children and suggesting directions for future research.
The Need for a School-Based Student Obesity Prevention Program: Perceptions of Rural Elementary Principals
Author: Armstrong, Travis D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Obesity,Prevention,Rural Schools,Principals,Elementary Schools,Academic Achievement,Administrator Attitudes,Health Promotion,Nutrition,Dietetics,Eating Habits

This phenomenological study investigated the perceptions of elementary principals regarding the need for a school-based student obesity prevention at eight, rural elementary schools in North Central Texas. Face to face interviews were the primary method of data collection from the eight participants. Findings indicated that school-based obesity prevention programs are needed to decrease the occurrence of student obesity, improve student diets and health related behaviors, educate families on obesity prevention measures, and improve the academic performance of students. The need to inform and include relevant stakeholders in the creation and implementation of school-based obesity prevention programs was identified as an essential component to the success of the program. The findings provide school leaders with components needed for an effective school-based obesity prevention program along with barriers for consideration.
Pursuing Higher Education in Rural Pennsylvania Schools: Shaping the College Path
Author: Kryst, Erica Lopatofsky
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Rural Schools,College Readiness,School Districts,High School Graduates,Access to Education,Postsecondary Education,College Preparation,Values,Administrator Attitudes,School Role,Brain Drain,Teacher Role,Administrator Role,Parent Role

Rural youth are now graduating from high school at rates comparable to their peers in urban and suburban schools, however far fewer rural youth pursue postsecondary education. Using a comparative case study method, we explore postsecondary preparation efforts at three rural school districts. Each case represents a different classification of rural: fringe, distant, and remote. We find that while all three districts offered similar postsecondary preparation programs, the amount and array of available course offerings and levels of additional support provided by the community differed. We also explore how the values and philosophies of school administrators shaped the postsecondary preparation efforts. These findings are considered through the lens of previous research on factors that influence the educational outcomes of rural youth, including literature on rural brain drain.
Learning to Be Rural: Lessons about Being Rural in Teacher Education Programs
Author: Moffa, Eric D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Beginning Teachers,Program Effectiveness,Rural Areas,Rural Education,Diversity,Student Characteristics,Knowledge Level,Cultural Awareness,Practicums,Teacher Attitudes

This qualitative study investigated the evolving perceptions of rurality of five Appalachian native, first-year teachers as influenced by their teacher preparation program. Findings suggested tensions between participants' rural upbringings and programmatic and non-rural peer conceptions of rurality that surfaced during their program of study. Responses to these tensions included participants positioning themselves as &quot;rural representatives&quot; in their courses and, in some cases, the adoption of revised conceptions of rurality. Intra-Appalachian diversity, such as different childhood community types and childhood social class, influenced participants' conceptualizations of rurality and their perceptions of its representation in their programs. The majority of participants perceived a trend toward generalized notions of rural place that were not necessarily representative of their personal experiences. Transitioning to first-year teachers, participants relied on their community-driven knowledge and teacher preparation to guide their practice in home or new rural, Appalachian communities.
Connecting to Students through Place
Author: Schulte, Ann K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,Place Based Education,Preservice Teachers,Rural Areas,Preservice Teacher Education,Teacher Education Programs,Teacher Interns,Graduate Students

Two teaching residency programs in northern California have provided some insight into graduates' preparation for, and inclination to pursue, teaching in a rural school. Both programs include early coursework that addresses the needs and strengths of rural communities and requires candidates to conduct an in-depth study of their placement community. This article specifically describes features of the community study assignment that aims to have preservice teachers examine their understandings about rural places, to create a connection to the place where students live, and to promote place-based pedagogy. Student feedback suggests the assignment is a promising practice for teacher preparation. A rural-focused curriculum and a strong understanding of the community creates conditions that support both the recruitment and retention of teachers in rural schools.
Assessment of Climate Science Knowledge and Perceptions of Deaf and Hard-of-Hearing Students
Author: Ross, Annemarie D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Climate,Knowledge Level,Deafness,Hearing Impairments,Students with Disabilities,Student Attitudes,College Students,Environmental Education,Comprehension,Scientific Concepts,College Science,Technical Institutes,Self Evaluation (Individuals),Sustainable Development,Test Bias,Reading Skills

Curricula related to sustainability and climate science are being integrated into academic science courses and programs. We set out to assess the knowledge of some of these environmental concepts among a group of Deaf/Hard-of-Hearing (D/d/HH) postsecondary students. A survey that attempted to gauge student understanding and perceptions of climate science was developed, administered to D/d/HH and hearing college students, and analyzed. Preliminary results showed that there could be some gaps in related knowledge among the D/d/HH group. Rasch analysis was then used to assess the quality of the survey for the intended outcomes and improved iterations of the survey were developed and further evaluated for use with D/d/HH students. Through this work, we found that it is important to examine the language contained in the designed instrument in order to assess the true understanding of D/d/HH students (and most likely, other English Language Learners). This study could inform the development of interventions and curricular changes for D/d/HH students related to climate science topics.
Students with Visual Impairments&apos; Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments
Author: Koehler, Karen E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Visual Impairments,Access to Education,Science Curriculum,Teacher Attitudes,Academic Accommodations (Disabilities),Assistive Technology,Science Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Regular and Special Education Relationship,Educational Practices,Inclusion,Student Participation

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to teachers of the visually impaired through a Visual Impairments Listserve and Facebook group to help determine what pedagogical practices, accommodations, modifications, adaptive equipment and instructional practices are being used to educate students with visual impairments in the United States and Canada. This study helped inform how students with visual impairments are being educated in the science classroom.
Safety at Schools: Identifying the Costs Associated with the Necessary Safeguards for Arming Educators
Author: Weiler, Spencer C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Violence,Weapons,School Safety,Teacher Role,Costs,Superintendents,Administrator Attitudes

As a result of extensive media coverage, the tragedies at Columbine High School, Sandy Hook Elementary School, and Marjory Stoneman Douglas High School are etched into the collective memory of American society. Shortly after the events at Sandy Hook, the National Rifle Association (NRA) presented a program to address student safety by arming educators (Crews, Crews, &amp; Burton, 2013; Hutchinson, 2012). The idea of arming educators has gained traction despite the dearth of related research. On the surface, the concept of arming educators may seem like a zero-cost attempt to solve the issue of gun related violence in schools. However, a more detailed analysis of such a proposal raises a number of questions and highlights the uncertainties, including unrealized possible expenses associated with the effort of arming educators. The authors surveyed Colorado superintendents in order to document the desired safeguards that would need to be in place in order for educators to become authorized to carry weapons into schools and to associate a cost to those safeguards.
What Counts as Evidence in Rural Schools? Evidence-Based Practice and Practice-Based Evidence for Diverse Settings
Author: Eppley, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Teaching Methods,Educational Policy,Context Effect,Environmental Influences,Rural Schools,Social Justice,Reading Instruction,Academically Gifted,Elementary Secondary Education,Educational Legislation,Federal Legislation

Despite a century of research searching for what works in teaching and learning, a project that has benefited from political support in the form of the Elementary and Secondary Education Act (ESEA) of 1965, any individual child's experience of learning in school is marked by inequalities based on socioeconomic status, race, immigrant status, and geospatial location (Eppley &amp; Shannon, 2017). The search for what works has remained unchanged in philosophy and design despite long-standing evidence of persistent and growing inequalities among groups (Reardon, 2011). Evidence Based Practice (EBP) has undergirded contemporary education policies and the educational outcomes that have resulted from this research. As such, EBP directs teachers' and students' experiences in school. Education policy in the United States favors a near-exclusive emphasis on evidence-based practice to guide policy and practice about what educational interventions work (Walsh, Reutz, &amp; Williams, 2015). What &quot;works,&quot; however, ignores the relevance of context. Context of place, particularly of rural places, is an important consideration for research whose aim is to identify and promote effective and culturally sustaining instruction for students (Gruenewald, 2003; Lester, 2012). This policy column considers the limitations of EBP as the foundational philosophy of contemporary education policy in rural schools and suggests Practice Based Evidence as a socially just alternative.