Rural Science Education: Valuing Local Knowledge

Avery, Leanne M.

doi:10.1080/07351690.2013.743769

Cited by 114 publications

(132 citation statements)

References 4 publications

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“…These are among the most underrepresented students in advanced STEM study and careers (Avery, 2013;Eick et al, 2007;Suresh, 2011) and the least likely to possess the mathematics confidence that motivates sustained engagement, persistence, and learning in the discipline (Perez, Cromley, & Kaplan, 2014;Singh, Granville, & Dika, 2002). Yet close to half the students indicated that they believed they learned during the tutoring session, a quarter identified a specific learning outcome, and some made detailed comments directly expressing their own increased confidence in their ability to understand and learn math.…”

Section: Findings and Discussionmentioning

confidence: 99%

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Chappell

Arnold

Nunnery

et al. 2015

OLJ

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The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within-and between-group designs to examine impacts for 119 students in two schools to measure the tutoring's impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors' descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature.

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Section: Findings and Discussionmentioning

confidence: 99%

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Chappell

Arnold

Nunnery

et al. 2015

OLJ

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“…Miller (1995), Theobald, and Curtiss (2000), and Avery (2013) provide examples of where the community becomes a part of the curriculum, with students becoming involved in community needs assessments, studying and monitoring environment and land use patterns, or documenting local history through interviews. Similarly, we can include intergenerational learning projects, local environmental knowledge, and intercultural learning that help to establish understanding of other generations, cultures, and local connections and interactions.…”

Section: Discussion: Possibilities For Thickening Conceptions Of Needmentioning

confidence: 99%

“Community Aware” education policy: Enhancing individual and community vitality

Casto

McGrath

Sipple

et al. 2016

EPAA

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This paper advances the theoretical and applied connection between education policy and community development. We call this community-aware education policy, and it is based on Dean's (2012) conception of human need that is thick (i.e., accounts for a relational context), rather than relying solely on a thin conception (i.e., instrumental view with an individualistic focus). It is our contention that contemporary policy initiatives can be better designed and implemented so that individual and professional goals are attained while family and community well-being are enhanced. Using literature from the field of community development highlighting social support concepts, we "thicken" the concept of social policy to arrive at our theory of community-aware education policy. This theory is then applied to two cases in different national policy contexts: universal pre-kindergarten in New York State (US) and full-service schools in England (UK). Ultimately, we argue for a thick approach to need that results in the provision of a range of services and activities to serve children in schools better, and also the communities in which they reside. Keywords: community development; policy; rural education; social support; schools; extended schools; pre-kindergarten; 'thin' and 'thick' need Política educativa de "Consciencia Comunitaria": Aumentando la vitalidad individual y comunitaria Resumen: En este trabajo explora las conexiones teóricas y aplicadas entre la políticas educativas y desarrollo comunitario. Llamamos esta propuesta política educativa de consciencia comunitaria basados en la idea de Dean (2012) sobre necesidades humana que son "densas" (es decir, en relación con un contexto relacional), en lugar de concepciones "leves" (visiones instrumentales con enfoques individuales). Sostenemos que los esfuerzos políticos contemporáneos pueden ser mejor diseñados e implementados de manera que los objetivos individuales y profesionales se obtengan mientras que el bienestar familiar y comunitario mejoren. Basados en la literatura sobre desarrollo comunitario y resaltando conceptos sociales, que agregan "densidad" al concepto de la política social para llegar a nuestra teoría política educativa de consciencia comunitaria Esta teoría se aplica luego a dos casos en diferentes contextos de política nacional: educación inicial universal en el Estado de Nueva York (EE.UU.) y escuelas de servicio completo en Inglaterra (Reino Unido). En última instancia, argumentamos a favor de un enfoque "denso" sobre las necesidades que resulte en la prestación de una amplia gama de servicios y actividades para servir mejor a los niños en las escuelas y las comunidades en las que residen. Palabras clave: desarrollo comunitario; política; educación rural; apoyo social; escuelas de tiempo completo; educación inicial Política educativa de "Consciência Comunitária": Aumentando a vitalidade do indivíduo e da comunidade Resumo: Este trabalho acadêmico da suporte às conexões teóricas e aplicadas entre política educativa e desenvolvimento da co...

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“…This might mean that in the rural elementary education environment a more "closed" learning context is "less closed" than its urban secondary and tertiary education counterparts. This hypothesis aligns with the fact that due to some specific conditions of rural schools (i.e., fewer students; multigrade classes; insertion in natural environment) rural education can involve a more significant and close teacher-student connection (Ballou & Podgursky, 1995;Hardré, 2007) along with the use of teaching practices such as peer tutoring, cooperative learning, interdisciplinary studies and multigrade teaching, as well as teaching externally to the school (Khattri et al, 1997) and exploring the surroundings as a learning resource (Avery, 2013;Stern, 1994cit. Khattri et al, 1997.…”

Section: Discussionmentioning

confidence: 99%

“…But then, the fact that these schools often have fewer students might promote establishment of a more significant and close teacher-student connection (Ballou & Podgursky, 1995;Hardré, 2007), which may influence positive motivation for learning (Hardré, Sullivan & Crowson, 2009). Some studies also indicate that, due to its specific characteristics, the rural school seems to promote "open" teaching practices (Hamon & Weeks, 2002), such as peer tutoring, cooperative learning, interdisciplinary studies and multigrade teaching, besides teaching outside the school (Khattri et al, 1997) and exploring the environment as a learning resource (Avery, 2013;Stern, 1994cit. Khattri et al, 1997.…”

Section: The Relationship Of Learning Context With Students' Approachmentioning

confidence: 99%

La relación de los contextos de aprendizaje “abierto” versus “cerrado” con las abordajes de aprendizaje de los estudiantes rurales de primer ciclo

Duarte¹,

Figueira²

2017

RIFIE

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Rural Science Education: Valuing Local Knowledge

Cited by 114 publications

References 4 publications

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

“Community Aware” education policy: Enhancing individual and community vitality

La relación de los contextos de aprendizaje “abierto” versus “cerrado” con las abordajes de aprendizaje de los estudiantes rurales de primer ciclo

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