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| Finders keepers: Recruiting and retaining teachers in rural schools |
| URL: HTTP://WWW.NATIONALFORUM.COM/ELECTRONIC%20JOURNAL%20VOLUMES/OSTERHO... |
| Format: PDF, URL |
| Focus Area: Rural Education |
| Provider: National Forum of Teacher Education Journal |
| Abstract: This article suggests that rural schools and districts market the advantages of teaching in rural places. The authors also cite other recruitment and retention strategies described in the rural education research literature, including financial and homesteading incentives, approaching recruitment in terms of recruiting families with school-age children to the community, and induction and mentoring programs. |
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| Claims of Effectiveness: Although the article cites a variety of research, the majority of studies cited are surveys, single cases, or cross-sectional. |
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| High-Quality Teaching: Providing for Rural Teachers' Professional Development |
| URL: HTTP://WWW.RURALEDUCATOR.NET/ARCHIVE/26-2/26-2_HOWLEY.PDF |
| Format: PDF, URL |
| Focus Area: Rural Education |
| Provider: National Rural Education Association |
| Abstract: This policy brief describes some of the contextual factors that could inform how professional development is designed and conducted for rural educators. Key factors to consider are funding scarcities, professional isolation, and the reluctance of rural educators to engage in professional critique as a result of the tight-knit civic life of many rural communities. |
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| Claims of Effectiveness: This brief cites a variety of education research and rural studies, but most are surveys, single cases, or cross-sectional. |
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| Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools |
| URL: HTTP://WWW.TQSOURCE.ORG/PUBLICATIONS/NCCTQRECRUITQUALITY.PDF |
| Format: PDF, URL |
| Focus Area: Rural Education |
| Provider: National Comprehensive Center for Teacher Quality |
| Abstract: This brief describes emerging strategies for recruiting math, science, and special education teachers to rural and urban schools, such as developing "grow your own" recruitment programs, partnering with institutions of higher education to offer alternative certification routes, and streamlining hiring processes. |
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| Claims of Effectiveness: This brief cites many studies and other resources. However, because much of the research on these issues is based on surveys, cross-sectional or single cases, the NCCTQ is careful to note that the strategies they describe are promising rather than proven. |
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| The Urban/Rural Challenge: Overcoming Teacher Recruitment and Retention Obstacles Faced by Urban and Rural School Districts |
| URL: HTTP://WWW.CICONLINE.ORG/C/DOCUMENT_LIBRARY/GET_FILE?FOLDERID=34&AM... |
| Format: PDF, URL |
| Focus Area: Rural Education |
| Provider: Cable in the Classroom |
| Abstract: This article describes some of the challenges rural and urban schools face in recruiting teachers. Based on a few small studies and the expert advice of professional organizations, the article suggests that rural schools consider recruiting local career-changers and improving support for new teachers. |
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| Claims of Effectiveness: This magazine article quotes experts and representatives of professional organizations, as well as a few policy briefs. The experiences and outcomes of several initiatives are also offered as evidence of the effectiveness of various recruitment strategies. |
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| Networking for the Nuts and Bolts: The Ironies of Professional Development for Rural Principals |
| URL: HTTP://WWW.JRRE.PSU.EDU/ARTICLES/V17,N3,P171-187,HOWLEY,CHADWICK,HO... |
| Format: PDF, URL |
| Focus Area: Rural Education |
| Provider: The Journal for Research in Rural Education |
| Abstract: This study explores the particular needs of early-career principals of rural schools and summarizes evaluation of a professional development initiative for new principals in rural Appalachian Ohio. Findings suggest that participants found mentoring and networking valuable, moderating the effects of professional isolation. |
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| Claims of Effectiveness: This article describes findings from evaluation of a professional development initiative for new principals of rural schools. Results suggest that participants valued the mentoring and networking of the program, which helped lessen their sense of professional isolation. But participants were ambivalent about the need for explicitly rural content. In addition, participants expressed clear preference for the "unofficial" curriculum—focusing on practical school management—rather than the "official" curriculum associated with fulfilling portfolio requirements. |
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| English Language Learner Resource Guide: A Guide for Rural Districts with a Low Incidence of ELLs |
| URL: WWW.MCREL.ORG/PDF/DIVERSITY/5051TG_ELLGUIDE.PDF |
| Format: PDF, URL |
| Focus Area: English language learners, Rural Education |
| Provider: Mid-continent Research for Education & Learning (McREL) |
| Abstract: Based on the experiences in Sweetwater County (Wyoming) School District, this resource guide is written to help rural school districts with low populations of ELLs develop the capacity to build a comprehensive program to meet both the academic and linguistic needs of these students. It focuses on three areas for capacity building: leadership, instructional staff, and parent and family involvement. |
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| Claims of Effectiveness: The recommendations offered in this guide are based on a single case study of McREL technical assistance to a school district, as well as on a review of literature and expert opinion. Survey results suggest that participants thought their knowledge about and skill in providing ELL services had improved as a result of the technical assistance, and that accomplishments had been realized in all three intervention components (leadership, instruction, and parent involvement). In terms of student achievement, the district established the goal that 80% of ELL students would achieve expected gains in English language acquisition. According to the resource guide, 67% of ELL students achieved expected gains in oral language, and 78% did so in reading and writing following one year of implementation of the intervention. |
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| Immigrant Learners and Their Families: Literacy to Connect the Generations |
| URL: HTTP://WWW.ERIC.ED.GOV/ERICDOCS/DATA/ERICDOCS2SQL/CONTENT_STORAGE_0... |
| Format: PDF, URL |
| Focus Area: Reading and literacy, Rural Education |
| Provider: Center for Applied Linguistics (CAL) |
| Abstract: This resource examines the experiences of immigrant families and demonstrates how they, although possessing limited conventional English literacy skills, employ forms of literacy valued by their countries of origin that do not necessarily focus on technical skills. Recognizing and honoring the cultural heritage of students allows educators to appreciate and support student strengths rather than follow a deficit model. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this book but the information is based on the experiences of learners and educators across the U.S. who have worked with intergenerational and multilingual literacy programs. |
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| KIDS COUNT Special Report: City & Rural KIDS COUNT Data Book |
| URL: HTTP://WWW.AECF.ORG/UPLOAD/PUBLICATIONFILES/DA3622H401.PDF |
| Format: PDF, URL |
| Focus Area: Parent involvement, Rural Education |
| Provider: Annie E. Casey Foundation |
| Abstract: This special edition of the KIDS COUNT Data Book is an effort to elevate public understanding of conditions faced by children in the largest cities and rural communities. The resource reports a consistent, reliable set of child well-being indicators, and readers are encouraged to compare child outcomes for types of communities within their state or compare communities of similar types across states. The authors hope these kinds of comparisons lead to improved outcomes for children and families regardless of where they live. According to the authors, data show that many children growing up in isolated rural communities do not have the supports needed to become successful workers, responsible parents, and engaged citizens. Addressing, and resolving, issues facing disadvantaged children and families requires a combination of know-how, political will, and tangible resources. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this article, but the information is based on data from the 2000 Decennial Census, which uses the same questionnaire and methodology across the country so that data are collected and measured consistently. |
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| Narrowing the Opportunity Gap: U.S. Programs Rural Literacy Initiative 2005-2006 Results |
| URL: HTTP://WWW.SAVETHECHILDREN.ORG/PUBLICATIONS/PROGRAMS/USP/US-PROGRAM... |
| Format: PDF, URL |
| Focus Area: Reading and literacy, Rural Education |
| Provider: Save the Children Foundation |
| Abstract: This resource contains evaluation results from the Save the children literacy program during the 2005-2006 school year. The results indicate that the program approach was effective at increasing the reading levels of regular participants. |
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| Claims of Effectiveness: This resource suggests that the Save the Children literacy program increased reading levels of regular participants. This evaluation found that the percentage of children reading at or above grade level increased from 21.8 to 27.3 percent, a statistically significant gain. No methodology was provided in this resource and data could not be found on the Web site. |
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| Rural KIDS COUNT Pocket Guide: Measures of Child Well-Being in the Nation's Rural Areas |
| URL: HTTP://WWW.AECF.ORG/UPLOAD/PUBLICATIONFILES/DA3622H400.PDF |
| Format: PDF, URL |
| Focus Area: Parent involvement, Rural Education |
| Provider: Annie E. Casey Foundation |
| Abstract: This Pocket Guide derives information from the 2004 KIDS COUNT Special Report: City & Rural KIDS COUNT Data Book. The guide is designed to give state-level policymakers a better understanding of the situations faced by families of rural communities and how they compare to those in rural parts of other states, as well as the country as a whole. This guide includes data on the well-being of rural children in every state. The measures presented offer information on poverty, family structure, parental employment, housing affordability, and education. |
| Claims of Effectiveness: No claims of effectiveness pertain to this guide, but the information is based on the report KIDS COUNT Special Report: City & Rural KIDS COUNT Data Book. See full report for data collection and methodology. |
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| The Environment of Childhood Poverty |
| URL: HTTP://TEACHINGPORTFOLIO.GOOGLEPAGES.COM/AMP59277.PDF |
| Format: PDF, URL |
| Focus Area: Rural Education |
| Provider: The American Psychological Association (APA) |
| Abstract: This article is included here because the poverty rates among rural children tend to be higher than among their suburban peers. The article explores poverty's harmful effects on children, primarily focusing on the physical settings that low-income children and families inhabit and the suboptimal psychosocial and physical conditions that low-income children face. The author reports that, compared with their economically advantaged counterparts, low-income children are exposed to more family turmoil, violence, separation from their families, instability, and chaotic households. Poor children experience less social support, and their parents are less responsive and more authoritarian. Low-income children are read to relatively infrequently, watch more TV, and have less access to books and computers. Low-income parents are less involved in their children's school activities. The air and water poor children consume are more polluted. Their homes are more crowded, noisier, and of lower quality. Low-income neighborhoods are more dangerous, offer poorer municipal services, and suffer greater physical deterioration. Predominantly low-income schools and day care are inferior. The accumulation of multiple environmental risks may be an especially dangerous aspect of childhood poverty. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this article, but the information is based on a review of the literature as well as the author's expert opinion. |
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| Why Rural Matters 2007: The Realities of Rural Education Growth |
| URL: HTTP://WWW.RURALEDU.ORG/ARTICLES.PHP?ID=1954 |
| Format: PDF, URL |
| Focus Area: Rural Education, Achievement gap |
| Provider: The Rural School and Community Trust |
| Abstract: This report examines rural education in each of the 50 states and calls attention to the urgency with which policymakers in each state should address rural education issues. The researchers framed this report around five gauges that measure (1) the importance of rural education, (2) the level of socioeconomic challenges known to be barriers to academic achievement faced by rural schools, (3) the level of student diversity among rural students, (4) the rural educational policy context, and (5) the educational outcomes of rural students in each state. Each gauge is composed of several equally weighted indicators--23 indicators in all--the largest number of indicators and gauges used by Rural Trust researchers to date. The higher the ranking on a gauge, the more important or the more urgent rural education matters are in that state. The authors combined the five gauge rankings, computing an overall ranking called the Rural Education Priority Gauge to prioritize states according to the overall status of rural education in each state. No state scored at the top on all five indicators, but the four highest priority states (Mississippi, Alabama, Arizona, and North Carolina) scored the highest on four of them. States identified as the highest priority have rural schools that face more substantial challenges than rural schools in other states, receive fewer resources than others, and produce less than others in terms of student educational outcomes. Poverty, fiscal incapacity, low levels of adult education, and low levels of student achievement run in the same mutually reinforcing circles in these states, many of which are as fiscally challenged as their citizens and schools. The states in which rural education is most notably underperforming are predominantly non-rural states on the east or west coast where the rural population is "out of sight, out of mind," including, among others, California and Maryland. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report but the data were compiled from information maintained by the National Center for Education Statistics and the U.S. Census Bureau; findings are based on those data. |
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