scholarly journals Is the grass really greener? A qualitative study of teacher reflections on their decision to migrate from small rural districts to larger school districts

2020 ◽  
Author(s):  
◽  
Deanna L. Jurkowski
Keyword(s):  
School Districts ◽  
Qualitative Study ◽  
Rural Schools ◽  
Rural School ◽  
Decision To Leave ◽  
Rural Districts ◽  
Rural School District ◽  
School District Leaders ◽  
Small Rural Schools ◽  
Small Rural School

Teacher retention in rural schools continues to be an area of concern. This qualitative study examines why teachers migrate from small, rural school districts to teach in larger districts by interviewing teachers who have already made the move and who have taught in both environments. It also shares the perceptions of teachers as they reflect on their experience in the small district as well as how they now feel about their decision to leave the small rural district. Findings indicate that teachers look back fondly at their time in small rural schools and, while they do not regret their decision to leave, they do think more teachers should have that experience. Teachers discussed the similarities and differences of the district sizes and gave their personal reasons for leaving. Findings reveal teachers primarily leave small rural districts for financial concerns and enjoy a smaller workload at the secondary level in the larger districts. Workload at the elementary level seemed to be similar. Recommendations for small rural school district leaders are presented.

Developing University-School Partnerships to Support Students and Teachers in Rural Schools

2020 ◽  
pp. 295-318
Author(s):  
Cheryl Y. Lambert ◽  
Lori Allen ◽  
Lisa Barron
Keyword(s):  
School Districts ◽  
Rural Schools ◽  
Positive Impact ◽  
Rural Poverty ◽  
Rural School ◽  
School Partnerships ◽  
Children In Poverty ◽  
University School Partnerships ◽  
Support Students

This chapter examines the potential for positive impact from partnerships between rural school districts and universities, currently underexplored and overlooked. The challenges facing rural schools offer opportunities for school districts and university partners to develop, organize, and implement strategies for productive collaboration. Examining the rural, educational landscape through the lens of children in poverty, this chapter offers a view of urgency for educational reform. This chapter examines the challenges of high-poverty, rural schools; the rationale for building university-school partnerships with rural schools; insight into building trust with rural school leaders and teachers; and suggestions for developing practical programs which benefit children in rural poverty. Practical suggestions for improving the quality of the educational experiences of children in poverty are included in this chapter.

Cultivating Teacher Leadership in Rural School Districts

2021 ◽  
pp. 83-108
Author(s):  
Beth Kania-Gosche ◽  
Suzanne Hull
Keyword(s):  
School Districts ◽  
Working Conditions ◽  
Rural Schools ◽  
Teacher Leaders ◽  
Rural School ◽  
Community Context ◽  
National Standards ◽  
Rural Setting ◽  
Teacher Leader ◽  
Rural School Districts

This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.

The Need for Inservice Training in Instructional Technology for Special Education Personnel in Small Rural School Districts

1982 ◽  
Vol 6 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Paul A. Wirth ◽  
Stephen W. Stile ◽  
Jack T. Cole
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
School Districts ◽  
Staff Development ◽  
Rural School ◽  
Special Education Teacher ◽  
Rural School Districts ◽  
Special Education Administrator ◽  
Interview Guide ◽  
Small Rural School

One special education teacher and one special education administrator from each of 17 small rural school districts (N=34) were interviewed via a 65–item interview guide relative to staff development needs. A lack of staff development activities was identified as a critical problem for special educators in such districts in New Mexico. Training in the area of instructional technology was the most frequently mentioned inservice need. A majority of respondents indicated that instructional technology would be useful in the provision of special services. The vast majority of respondents felt competence in instructional technology would improve the special educator's effectiveness in the classroom, while the response to the question of whether competence in this area would improve the special education administrator's effectiveness was mixed.

scholarly journals Rural Education

2018 ◽  
Vol 27 (2) ◽  
Author(s):  
Jerry M. Lowe
Keyword(s):  
School Districts ◽  
School Administrators ◽  
Critical Issue ◽  
Rural School ◽  
Rural School Districts ◽  
Quality Teachers ◽  
High Turnover ◽  
Teacher Supply ◽  
Common Causes ◽  
Small Rural School

For many small rural school districts across America, the effort to attract and retain quality teachers continues to be a major concern. Schools located in what are considered to be “hard to staff” areas experience the most difficult. While not all communities face the problems of inadequate teacher supply, many small and rural school districts recognize this as a continuing critical issue. A variety of factors contribute to the problems of recruiting and retaining teachers in small and rural school. This article will address the most common causes of high turnover rate among teachers in the rural schools and offer a variety of strategies that may be considered by local school administrators.  

scholarly journals Rural and Small School Principal Candidates

2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Patricia A. Cruzeiro ◽  
Mike Boone
Keyword(s):  
School Districts ◽  
Rural Schools ◽  
Personal Characteristics ◽  
Rural School ◽  
Research Literature ◽  
School Principal ◽  
Principal Selection ◽  
Rural School Districts ◽  
Small School ◽  
Principal Candidates

This article reports the results of an inquiry into the dynamics of principal selection in rural school districts in two mid-American states with high numbers of rural schools. The study focuses on two questions: (1) are rural school districts experiencing a shortage of qualified applicants for vacant principal’s positions; and (2) what professional and personal characteristics do superintendents seek in selecting principals for rural schools? Data for the study were collected through a review of the relevant research literature and interviews with superintendents of rural school districts. The study confirmed that rural school districts in these two states are in fact not experiencing a shortage of qualified principal applicants and delineates specific professional and personal characteristics superintendents seek in the principals who lead rural schools.  

Preliminary Evaluation of an Abstinence-Based Program for 7th Grade Students from a Small Rural School District

2001 ◽  
Vol 88 (1) ◽  
pp. 28-28
Author(s):  
Shawn M. Fitzgerald ◽  
Timotrhy R. Jordan ◽  
Raymond Hart
Keyword(s):  
School District ◽  
Self Efficacy ◽  
Rural School ◽  
Preliminary Evaluation ◽  
Rural School District ◽  
Small Rural School

The purpose of this study was to investigate the effects of an abstinence-based program designed for 7th grade students ( n = 59) from a rural school district. Analysis suggested that after the program more students intended to avoid having sex before marriage but no change was noted for knowledge, attitudes, and self-efficacy.

Strategies for Developing Inclusive Practices in Small, Rural Schools

1998 ◽  
Vol 17 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Kim S. Beloin
Keyword(s):  
High School ◽  
Inclusive Education ◽  
Rural Schools ◽  
Challenging Behaviors ◽  
Educational Needs ◽  
Rural School ◽  
Diverse Range ◽  
School Practices ◽  
Inclusive School ◽  
Small Rural Schools

This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.

scholarly journals Small Rural Schools: Unique Challenges, Unequal Treatment -- A Policy Analysis

2021 ◽  
Author(s):  
V. Sue Atkinson
Keyword(s):  
Policy Analysis ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural Poverty ◽  
School Enrollment ◽  
Education Policies ◽  
Rural Districts ◽  
Unequal Treatment ◽  
Left Behind ◽  
Small Rural Schools

The problems and challenges of rural education, made yet more challenging by the persistence of rural poverty, remain largely out the public eye but in need of policy solutions. Rural schools face inequities in the form of discrimination under current Title I funding allocation formulas, and school reform efforts to date have been a poor fit for rural districts. Nevertheless, students in rural schools achieve high test scores and a graduation rate approaching that of suburban schools, but attend college at much lower rates. Rural areas, and hence rural schools, face challenges of declining population and school enrollment, consolidation pressures, and an eroding economic base that is both a cause and an effect of youth out-migration. The problems of rural areas and rural schools are stereotyped, ignored, or exploited by policymakers. Consequently, rural schools are under-served by current education policies and initiatives, and their students left behind. This policy analysis concludes with recommendations aimed at multiple stakeholders to work toward revitalizing rural schools and communities.

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