Consultation on the Development of a Broadbanded National Equity Program for Schools

Boylan, Colin; Sinclair, Ron; Squires, Don

doi:10.47381/aijre.v2i2.369

Cited by 6 publications

(7 citation statements)

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“…There are strong tendencies for novice teachers to choose to work in schools in close proximity to where they attended high school (Boyd et al, 2005) and where they completed student teaching (Goldhaber et al, 2015). Alternately, all teacher candidates could benefit from applied experiences in rural classrooms, schools, and communities (Boylan et al, 1993). They would be exposed to close collegial and administrative relationships, a safe community environment with strong parent involvement, and a close familial atmosphere (Monk, 2007)—all of which are valued by teachers (Ulferts, 2016) and may be a promising avenue for addressing shortages.…”

Section: Preparing Teachers For Rural Settingsmentioning

confidence: 99%

Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars

Bartz

Applequist

Aruguete

2022

Rural Special Education Quarterly

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The significant shortages of special educators across our country, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students, working in rural communities in a southwestern state, who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs.

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Section: Preparing Teachers For Rural Settingsmentioning

confidence: 99%

Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars

Bartz

Applequist

Aruguete

2022

Rural Special Education Quarterly

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“…The supervisors' experiences echo the experiences often described in the literature of new teachers in rural contexts. They were for example expected to disregard their rurality (Boylan, Sinclair, & Squires, 1992) to conform to the values of modern schooling. Rural students and their supervisors have different knowledge bases to their teachers, which characterises the supervisors' experiences by the problem Higgins (1993) describes: Neither [the beginning teachers] nor the students will fully comprehend each other's weltanschauung, or way of seeing the world (p. ix-xi).…”

Section: Conclusion: a Place For Rural Meanings In Schoolingmentioning

confidence: 99%

Valuing rural meanings:The work of the parent supervisors challenging dominant educational discourses

Downes¹,

Roberts

2015

AIJRE

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This paper explores the idea that rurality is important in children's learning even though it is in conflict with dominant educational discourses. Crucial to identifying this was the use of research methods that focused on rural meanings. In this paper we report on an ethnographic study that explored the experiences of parent supervisors of primary school distance education students. The parent supervisors identified that they chose distance education because it enables them to live their rural lifestyle, which in turn reflects the worldview they aim to bring their children up in. However, the schooling they receive values a different, metropolitan-cosmopolitan worldview (Roberts, 2014). In semi-structured interviews parent supervisors described how they would initially focus on conforming to the expectations of schooling, before then realising this was problematic for their students. They would then instead focus on doing what worked for them, which were actions based on their rural ways of being. Ethnography as an approach enabled this research to focus on rural meanings, which identified that parent supervisors work hard to ensure rural perspectives are included when they teach their children because they know this is necessary to meet their children's learning needs. This leads to an important message for school authorities: rurality does matter in education, and education is not confined to the criteria set by school authorities. Importantly, the situated perspective that is implicit in the actions of parent supervisors indicates that adopting a place-conscious (Gruenewald, 2003) approach to schooling would help to sustain rural lifeworlds.

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“…Vinson (2002) found that the sense of community, the level of social capital and the role of the school in maintaining community identity were often more positive than in larger centres. Boylan, Sinclair, Smith, Squires, Edwards, Jacob, O'Malley and Nolan (1993) reported that teachers in rural areas regarded the quieter, safer and healthier lifestyles as very beneficial, particularly among those raising children. More recently, the state and territory case studies presented in the SiMERR National Survey (Lyons, 2006) provided overwhelming support from teachers, parents and students for these arguments.…”

Section: Overview Of Science Education In Rural Australiamentioning

confidence: 99%

How Relevant are Australian Science Curricula for Rural and Remote Students?

Lyons,

Quinn

2014

AIJRE

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This paper reports findings from the Choosing Science study (Lyons & Quinn, 2010) indicating that Australian Year 10 students in small rural or remote areas tend to regard their science lessons as less relevant than do students in larger towns and cities. Specifically, those in small rural or remote schools were significantly more inclined than their city peers to disagree that what they learned in science classes ‘helped them make sense of the world’. They were also significantly more likely to strongly agree that they found science lessons boring, and to strongly disagree that science was one of the most interesting subjects. Potential explanations discussed include a mismatch between science curriculum content and the everyday experiences of students in these regions, the relative shortage of experienced specialist science teachers in rural or remote areas and a lack of opportunities to demonstrate the relevance of school science, among others. The paper considers the implications of these findings in relation to the Australian Science Curriculum and whether it is likely to better address the needs of rural and remote students.

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Consultation on the Development of a Broadbanded National Equity Program for Schools

Cited by 6 publications

References 0 publications

Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars

Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars

Valuing rural meanings:The work of the parent supervisors challenging dominant educational discourses

How Relevant are Australian Science Curricula for Rural and Remote Students?

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