Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis

Johnson, Jerry; Howley, Craig B.

doi:10.1080/0161956x.2015.1022112

Cited by 32 publications

(52 citation statements)

References 10 publications

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“…Myriad barriers to building effective school-based mental infrastructure in rural settings exist, some of which originate at the federal policy level. Johnson and Howley (2015) noted that although rural schools are markedly different from nonrural schools along several dimensions, federal policies guiding the distribution of resources to schools often do not account for these differences, and few national policies designed specifically for rural schools account for heterogeneity in the rural context (i.e., geographical region, community demographics).…”

Section: Rural Schools: Special Circumstances Unique Approachesmentioning

confidence: 99%

A View From the Top: Superintendents’ Perceptions of Mental Health Supports in Rural School Districts

O’Malley

Wendt

Pate

2018

Educational Administration Quarterly

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A chasm exists between the expanding mental health needs of school-aged youth and the school resources available to address them. Education agencies must efficiently allocate their limited resources by adopting innovative public health models. The need for these effective approaches is acute in rural regions, where resources tend to be scarce. This mixed-methods study of school superintendents illuminates key opportunities to optimize access to care for students struggling with mental health needs in rural communities. Method: Superintendents serving rural California school districts were targeted for a web-based, mixed responsetype, 53-item survey designed to examine their perceptions across three school mental health-related categories: (a) strengths and gaps in community ethos and district infrastructure, (b) school personnel groups' knowledge and skills, and (c) predominant barriers. Of the targeted respondents, 16.7% completed the survey (N = 62). Quantitative data were analyzed using a series of descriptive analyses and paired-sample t tests. Qualitative data were analyzed using a constant comparative method with an open-coding

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Section: Rural Schools: Special Circumstances Unique Approachesmentioning

confidence: 99%

A View From the Top: Superintendents’ Perceptions of Mental Health Supports in Rural School Districts

O’Malley

Wendt

Pate

2018

Educational Administration Quarterly

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“…But we are unaware of studies that directly examine how SWD and ELL teachers experience policies in comparison with general educators and how their use of standards in the classroom differs from other teachers. We also compare urban, suburban, and rural teachers, given economic and geographic differences that may influence the policy environment (Johnson & Howley, 2015). For example, rural districts face unique administrative challenges in standards implementation; they enact policy across wider geographic areas with fewer staff and resources (Yettick, Baker, Wickersham, & Hupfield, 2014).…”

Section: Importance Of the Studymentioning

confidence: 99%

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Edgerton

Desimone

2018

AERA Open

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Using state-representative teacher surveys in three states-Texas, Ohio, and Kentucky-we examine teachers' implementation of college-and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

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“…That change can be effected only by those in a position to influence the development or implementation of policy. As Johnson and Howley (2015) noted, in some cases, such as in rural settings, critical policy analysis may have more implications for teachers than for policy makers. The same may be true of arts education, because policy makers understand little of arts education.…”

Section: Resultsmentioning

confidence: 99%

“…CPA has been applied to studies of rural schools, which researchers note are inherently different than urban and suburban schools. Johnson and Howley (2015) noted that those differences are contrary to policy makers' idealized, industrialized vision for American education. They acknowledged that, particularly for rural issues, CPA may do more for teachers than for policymakers.…”

Section: Framework: Critical Approaches In Education Policy Analysismentioning

confidence: 92%

Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis

Kos

2017

Arts Education Policy Review

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Critical approaches to policy analysis, though common in general education, are rare in arts education literature. By adopting critical approaches, researchers can produce scholarship that will be transformative for policies that impact arts education and for the profession as a whole. In this article, I present a framework that allows researchers to incorporate critical theory into policy analysis. This ideological work can expose sources of power and help reveal the ways in which the targets of policy are complicit in their own domination.Adopting this framework, I examine the well-rounded education provision of the Every Student Succeeds Act of 2015 to better understand the policy's origins, its development, and the potential implications for music education.

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Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis

Cited by 32 publications

References 10 publications

A View From the Top: Superintendents’ Perceptions of Mental Health Supports in Rural School Districts

A View From the Top: Superintendents’ Perceptions of Mental Health Supports in Rural School Districts

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis

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