Rural Location and Academic Success—Remarks on Research, Contextualisation and Methodology

Bæck, Unn‐Doris Karlsen

doi:10.1080/00313831.2015.1024163

Cited by 66 publications

(68 citation statements)

References 23 publications

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“…As pointed out elsewhere (Baeck, 2015), interpreting places as entities that provide individual, structural, and cultural conditions for action and choices, turns attention towards the spatial patterning of the educational system and of work opportunities. Different places constitute different opportunity structures, providing different conditions and barriers that directly and indirectly promote or hinder opportunities for individuals, which may again affect students' motivations and choices.…”

Section: Opportunity Structure As Analytic Intakementioning

confidence: 99%

“…Where you live matters when it comes to educational performance and careers, and worldwide there is considerable empirical evidence documenting significant differences between students residing in more rural versus more urban settings (Green & Corbett, 2013). Despite this, problematising the significance of space in education is often missing in education research, where urban space seems to be presupposed as the norm (Baeck, 2015;Butler & Hamnett, 2007;Hargreaves, Kvalsund & Galton, 2009). In this article the aim is to put forward the significance of space when it comes to the way young people in Norway relate to educational plans and show how space forms their educational aspirations and experiences.…”

Section: Introductionmentioning

confidence: 99%

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Spatial Manoeuvring in Education

Bæck

2019

NJCIE

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Based on an interview study of upper secondary school pupils in a county in Northern Norway and against a backdrop of spatial differences in dropout rates in upper secondary education in Norway, this article explores the significance of space for understanding the experiences of young people in the transition from lower to upper secondary education. The situation of rural youth is particularly highlighted. Through interviews with students, four factors connected to spatiality and more specifically to spatial mobility have been pinpointed. These are connected to (1) local school structures, (2) local labour markets, (3) being new in a place, and (4) localised social capital. At a more theoretical level, the concept of opportunity structure is employed in order to grasp how structures connected to education, labour market, and economy can have a profound effect on the lives of young people, being subjected to a mobility imperative that has become a particularly relevant driving force for rural youth.

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Section: Opportunity Structure As Analytic Intakementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Spatial Manoeuvring in Education

Bæck

2019

NJCIE

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“…The differences relate, for example, to the environment; the student body; the number of students, teachers and support staff; the organisation of instruction; and professional development opportunities. Although rural communities and rural schools differ across, as well as within, countries, rural researchers have identified some common rural school features, namely, geographic isolation, a low number of teachers and students, multi‐grade classrooms, diverse learning needs among students, lack of support staff, multifaceted working tasks for teachers and scarce professional development opportunities (Bæck, ; Berry, ; Kalaoja & Pietarinen, ; Kvalsund, ; Malloy & Allen, ; Sörlin, ; Åberg‐Bengtsson, ). Other challenges faced by rural schools include ongoing demographic and social changes, shrinking population, financial constraints and the constant fear of school closures (Autti & Hyry‐Beihammer, ; Egelund & Laustsen ; Hargreaves, ; Kearns et al, ; Uba, ).…”

Section: Introductionmentioning

confidence: 99%

Professional collaboration between class teachers and special educators in Swedish rural schools

Pettersson¹,

Ström²

2019

British J Special Edu

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The purpose of this study was to shed light on how work‐related teacher support in the form of special educational consultation can promote the professional development of teachers working in rural schools located in sparsely populated areas. The phenomenon studied was professional collaboration between class teachers and special educators in the context of special educational consultation. The empirical data were collected through interviews and observations in three rural schools in the northern part of Sweden. The findings indicate that special educational consultation is perceived as support and collaboration. The class teachers appreciate the support they receive from special educators. The collaboration is characterised by professional exchange and mutual problem solving. Distributed expertise seems to be a crucial element of the collaboration. The conclusion is that collaborative special educational consultation enables class teachers to support pupils with special educational needs and strengthens professional collaboration between class teachers and special educators.

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“…Rural areas and rural schools are characterized by geographical, demographical and societal diversity, which should be taken into account in rural research (Baeck, 2015;Monk, 2007). At the same time, researchers interested in rural issues point out the importance of context or "sense of place," as Howley and Howley (2014, p. 7) conceptualize the relationship between the local rural community and education.…”

Section: Rural Schools In Rural Areasmentioning

confidence: 99%

“…The importance of understanding the special characteristics of rural schools through research has been highlighted by several rural researchers (Baeck, 2015;Howley, 2004;Howley & Howley, 2014;Pini, Carrington & Adie, 2014). Understanding rural schools includes understanding the context, the community of which the rural school is part (Baeck, 2015;Dowling, 2009;Hargreaves, 2009;Howley, 2004;Monk, 2007).…”

Section: Introductionmentioning

confidence: 99%

Consultation in Special Needs Education in Rural Schools in Sweden– An Act of Collaboration between Educators

Pettersson¹,

Ström²

2016

JET

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The article attempts to shed light on how the expertise of special educators can be utilized in classroom teachers' professional development at rural schools with a diverse student body. The study focused on the educational consultations that took place between the two types of professionals, namely the special educators and the classroom teachers, at three rural schools in three communities in northern Sweden. The special educators did not work at the schools. Rather, they worked at Community centers and ran the consultation with the aid of ICT or when they visited the schools. The multiple-case study describes and analyzes the a) context for consultation, b) how consultation is used to support the teachers, and c) the consultation strategies. The data collection methods were observations, interviews, and questionnaires. After the interviews were transcribed, the data were analyzed by thematic content analysis. The results show that the consultations were based on students' needs, but the consultations focused on the learning environment more than on individual shortcomings. The two professionals collaborated and shared their professional expertise across professional boundaries. This boundary-crossing professional collaboration seems to deepen the consultation between the two professionals and enable them to work together to create a learning environment that supports all pupils.

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Rural Location and Academic Success—Remarks on Research, Contextualisation and Methodology

Cited by 66 publications

References 23 publications

Spatial Manoeuvring in Education

Spatial Manoeuvring in Education

Professional collaboration between class teachers and special educators in Swedish rural schools

Consultation in Special Needs Education in Rural Schools in Sweden– An Act of Collaboration between Educators

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