Author: Sherry KeithPublisher: World Bank Publications
ISBN:
Category : Agricultural extension work
Languages : en
Pages : 42
Book Description
Improving Support Services for Rural Schools
Author: Sherry KeithPublisher: World Bank Publications
ISBN:
Category : Agricultural extension work
Languages : en
Pages : 42
Book Description
Improving Rural Schools
Author: Paul M. NachtigalPublisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 56
Book Description
The Improvement of Rural Schools
Author: Ellwood Patterson CubberleyPublisher: Boston : Houghton Mifflin Company
ISBN:
Category : Public schools
Languages : en
Pages : 104
Book Description
Rural Education In Urbanized Nations
Author: Jonathan P SherPublisher: Routledge
ISBN: 1000310396
Category : Social Science
Languages : en
Pages : 318
Book Description
A reversal in rural-to-urban migration patterns is creating increasing interest in the quality of education in rural areas and in techniques for meeting educational needs in sparsely populated regions. Wholesale urbanization of rural schools generally is rejected as a potential solution: it is logistically inefficient; centralization and standardization are met with growing resistance; and conventional solutions to educational problems produce uneven results when applied to rural areas. This book addresses the broad spectrum of rural education issues within OECD member countries. The authors identify innovative programs, policies, and strategies and point toward the more promising paths for rural school improvement. They also issue warnings about some of the blind alleys and dead ends that can be encountered. The major topics covered include delivery systems, in-school innovations, support mechanisms, and community-school linkages.
Leveraging Resources for Learning Improvement Agendas
Author: Wesley L. C. HenryPublisher:
ISBN:
Category :
Languages : en
Pages : 227
Book Description
Rural America is rapidly becoming more diverse, yet rural communities remain different from their urban and suburban counterparts. Despite several decades of economic hardship in rural areas, rural schools are under researched by scholars and under prioritized by policymakers. Therefore, this study was designed to better understand how school and district leaders in rural contexts are meeting contemporary challenges while strengthening equitable teaching and learning opportunities for rural students. While exploring learning-focused leadership at the local level, this study also investigates the relationship between regional agencies and local districts to better understand the role of educational service agencies in regional learning improvement efforts and the role of the state in supporting a network of educational service agencies. This study draws upon interviews with 16 educational service agency administrators from across three of Washington state’s nine regions and interviews with 15 principals and superintendents leading eight schools across seven districts in these regions. Policy coherence and leadership for learning improvement frameworks are employed to investigate the development of regional learning improvement agendas within the educational service agency regions and the learning improvement and resource allocation practices of local school and district leaders. This study contributes to two areas of research. First, findings suggest that, in addition to creating economies of scale by coordinating supports for rural districts, educational service agencies can also play a pivotal role in fostering policy coherence for teaching and learning priorities and the development of regional learning improvement agendas. Additionally, this study explores the dimensions of learning improvement work in rural schools demonstrating a general upward trend in standardized test scores. The findings explore the ways in which rural school and district leaders engage communities in teaching and learning efforts. In doing so, rural school and district leaders leverage their highly visible roles as community leaders and the important roles students play in rural communities to establish formal and informal resource pathways that support student learning. Nested within these contexts are the political implications school and district leaders face when pursuing equity-focused learning improvement agendas in tight-knit communities, and this study explores school and district leaders’ use of partnerships and community engagement to navigate these dynamics. Study findings lead to several policy considerations for investing in local and state-supported infrastructure that empowers learning-focused leadership in rural schools. Additionally, this study signals implications for differentiated educational leadership preparation programs that prepare rural school and district leaders for careers in rural contexts.
An Agenda for Research and Development on Rural Education
Author: The Improvement of Rural Schools
Author: Ellwood Patterson CubberleyPublisher: Legare Street Press
ISBN: 9781020753466
Category :
Languages : en
Pages : 0
Book Description
This book provides a comprehensive guide for improving rural schools, including the organization of rural school systems, the selection and supervision of teachers, and the importance of community involvement. Drawing on their extensive experience in education, the authors provide practical solutions to the unique challenges faced by rural schools. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Support Services for At-risk Students in Rural Schools
Author: Sarah M. BunchIncreasing Access to Health Workers in Remote and Rural Areas Through Improved Retention
Author: World Health OrganizationPublisher: World Health Organization
ISBN: 9241564016
Category : Medical
Languages : en
Pages : 79
Book Description
Accompanying CD-Rom has same title as book.
Leveraging the Unique Features of Small, Rural Schools for Improvement. Lessons Learned. Volume 1
Author: Steve NelsonPublisher:
ISBN:
Category :
Languages : en
Pages : 4
Book Description
Much of the Northwest Region (Alaska, Idaho, Montana, Oregon, and Washington) is rural in nature. A characteristic of the extractive economies such as timber, agriculture, mining, and fisheries is that they are generally located in small communities isolated by distances. While schools in these communities face the same challenges as those in other settings, geographic context matters. Rural schools share similarities with schools in metropolitan communities, but they also have many unique characteristics. By way of definition, a community is considered "rural" when it has fewer than 2,500 residents. Accordingly, 39 percent of the schools in the Northwest are rural, compared to 31 percent nationally. Sixty-nine percent of Northwest region districts are rural, compared to 56 percent nationally. In addition to population, there are other factors that distinguish rural places from each other, as well as from more urban settings. While there are challenging economic and social difficulties encountered in both rural and urban schools, it is important to use the small size and autonomy that characterize rural schools to best advantage in carrying out school improvement efforts. For more than four decades, Education Northwest has partnered with rural communities and districts in its research, development, training, and technical assistance activities. From this experience the author has distilled important lessons for working with rural schools. These lessons will benefit policymakers, researchers, and technical assistance providers who may be providing services to rural schools.