In the middle of the first decade of this century new technological innovations enabled the extraction of natural gas through the use of hydraulic fracturing within gas‐bearing shale and other unconventional energy reserves. As a consequence, many places, often in economically lagging rural areas, saw dramatic change as they were socially and economically transformed through rapid natural resource development. Although scholarship on so‐called boomtown development has long explored social disruption associated with the sudden influx of workers and rapid economic development, this literature has tended to overlook the ways in which such development can create new poverty in the very midst of economic expansion. This article, through an examination of key informant interviews with low‐income residents and human service providers within Pennsylvania's Marcellus Shale region, discusses the contradictory processes by which new insecurity and social exclusions may be created precisely as a consequence of economic expansion associated with rapid natural resource development.

Over the past decade, multiple states have implemented a form of regional school district consolidation referred to as multi-district unions. Their organizational structure enables districts to retain individual school boards within regional local education agencies, all of which are overseen by a superintendent and a central board. However, no empirical research has been conducted to date on the ensuing work of multi-district superintendents. In our exemplary case study, we analyze time records, interviews, and observations to understand the role allocations and work of one multidistrict superintendent. We find the division of time and ensuing responsibilities of the multi-district superintendent is predominantly political to the organizational structure of the union, and we conclude with implications for policy and practice. Keywords: multi-district superintendent; superintendent; school board; multi-district union; joint union; regionalization; consolidation; rural schools; local control; case study Iniciativas políticas: Examinando las prácticas de múltiples distritos superintendentesResumen: A lo largo de la última década, varios estados han implementado una forma de consolidación regional del distrito escolar referida como sindicatos multi-distritales. Su estructura organizativa permite que los distritos regulen consejos escolares individuales en las agencias regionales de educación local, todos supervisados por un superintendente y un consejo central. Sin embargo, ninguna investigación empírica se ha realizado hasta el momento sobre el trabajo posterior de los superintendentes de múltiples distritos. En nuestro estudio de caso ejemplar, analizamos registros de tiempo, entrevistas y observaciones para entender las asignaciones de funciones y el trabajo de un superintendente de múltiples distritos. Creemos que la división del tiempo y las responsabilidades subsiguientes del superintendente de múltiples distritos es predominantemente política para la estructura organizativa de la unión y concluimos con implicaciones para políticas y prácticas. Palabras clave: múltiple distrito superintendente; superintendente; unión de múltiples distritos; unión común; regionalización; consolidación; escuelas rurales; control local; estudio de caso Iniciativas políticas: Examinando as práticas de múltiplos distritos superintendentes Resumo: Ao longo da última década, vários estados implementaram uma forma de consolidação regional do distrito escolar referida como sindicatos multi-distritais. A sua estrutura organizacional permite que os distritos regulem conselhos escolares individuais nas agências regionais de educação local, todos supervisionados por um superintendente e um conselho central. No entanto, nenhuma pesquisa empírica foi realizada até o momento sobre o trabalho subsequente dos superintendentes de múltiplos distritos. Em nosso estudo de caso exemplar, analisamos registros de tempo, entrevistas e observações para entender as alocações de funções e o trabalho de um superintendente de múltiplos distritos...

While the teacher shortage is a national crisis, the manifestations of the shortage are felt most acutely at the local district level. The diversity of these micro -contexts often leads to disparities in the ways local school systems are served by large-scale initiatives. District leaders provide an important lens for understanding the localized manifestation of teacher shortages. This research contributes to the existing macro-level literature on teacher shortages through investigation of the ways in which district leaders in West Virginia make sense of and respond to the teacher shortage. As part of a broader study, we share analyses of interviews with seven district leaders across five county school districts and highlight the ways in which leaders made sense of the phenomenon in paradoxical ways, both in terms of the most salient causes as well as the perceived locus of control in addressing the teacher shortage. Findings also highlight the way district leader sensemaking led to action, with responses differing based on relative affordances of metropolitan versus rural contexts. We conclude with implications for policy and research to further

No abstract

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 “rural representatives” 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