Homegrown rural school leaders

Abstract

always there to help with whatever I needed whether that be child care, dog sitting, warm dinners, help with yard work, or just encouraging words, support and prayers when I was feeling frustrated and defeated. My fiancé Seth who came into my life during the last couple years of this journey, and has provided love, support, a new computer when mine crashed during comprehensive exams, and encouragement to help get me through. He brought hope, positivity, and love into my world that also helped propel me to persist. Their understanding, love, and their support is why I am here today. My friends and colleagues were also an influential part of this endeavor. Having peers who have shared the same experiences is great support. Thank you to all my friends who were there to listen, proofread , bounce ideas off of, and cheer me on. A special thank you goes to Asih, a dear friend and office mate, who I would have been lost without the last 4 years. From showing me where to get coffee in the dean's office on the first day, reading drafts, debriefing, and sharing frustrations and celebrations, knowing you were always there with an understanding ear and honest advice was monumental.

Conditions of Change: The Regional Role of a Romanian Agricultural Secondary School

“…This newly defined role of the school makes it necessary to establish partnerships between rural schools and local communities, and it is tightly connected with the development opportunities of rural areas (e.g. Wallin-Newton 2014;Lingam et al 2014;Bauch 2001;Olsen 2017). Miller's model (1995 for reimagining the role of schools suggests approaches that can tighten the relationship between schools and their communities.…”

“…There are several agricultural technical colleges operating in the Szeklerland area but with a moderate role at the regional level. In recent years, agriculture has undergone several changes in this region: the number of innovative agricultural initiatives has dramatically increased, and new actors and business models have emerged in the area (Biró-Magyar 2013, 2016, 2017, 2018, 2019. Based on our previous observations and field experience, agricultural technical colleges in the region have played a minor role so far and have not got involved in the transition processes.…”

Becoming the drivers of change: continuous improvement in a rural research–practice partnership

“…While all principals face the demands of a high-stakes accountability culture, rural school leaders face increased challenges obtaining the support needed to meet these demands. These challenges can be financial, as rural school leaders must leverage significantly smaller tax bases than nonrural schools to obtain funding for professional development (Olsen, 2017). Additionally, rural school leaders experience greater costs for travel and fewer professional development opportunities (Preston et al , 2013).…”