“Where Else Would We Teach?”: Portraits of Two Teachers in the Rural South

Burton, Megan; Johnson, Amy Suzanne

doi:10.1177/0022487110372362

Cited by 43 publications

(29 citation statements)

References 18 publications

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“…The ATSI teachers are regarded as important in teaching in regional locations in terms of raising ATSI student outcomes (Santoro, 2010). For this group, teaching was an opportunity of a socially worthwhile career (Arnold et al, 2005;Burton & Johnson, 2010;Gore et al, 2016;Santoro, 2010). This finding is significant as it highlights the important role that smaller regional universities play in supporting the individual careers of ATSI teachers in regional communities.…”

Section: Discussionmentioning

confidence: 99%

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“A Passion and Enthusiasm to Bring out the Best in All”: Regional Candidate Teacher Motivations

Sheridan¹

2019

AJTE

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In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy-value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 preservice teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates' motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.

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Section: Discussionmentioning

confidence: 99%

“…Regional teachers are known to be valued as they assume prominent roles in local communities (Arnold, Newman, Gaddy, & Dean, 2005;Burton & Johnson, 2010). Teachers from regional backgrounds often have a strong personal motivation to work as teachers in their communities (Burton & Johnson, 2010;Kline & Walker-Gibbs, 2015;Lester, 2011).…”

Section: Introductionmentioning

confidence: 99%

“A Passion and Enthusiasm to Bring out the Best in All”: Regional Candidate Teacher Motivations

Sheridan¹

2019

AJTE

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“…Residents in remote areas have relatively weak learning motivations, aging population structure, a lack of cultural stimuli, a closed social atmosphere, and poverty in daily life. Children of low socioeconomic backgrounds cannot get well because of insufficient family education resources [15]. Furthermore, when the number of schools in the township is relatively small, then education problems are more easily overlooked by policy [16].…”

Section: Rural Education In Taiwanmentioning

confidence: 99%

Exploring the Related Factors in Students’ Academic Achievement for the Sustainable Education of Rural Areas

2019

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To improve and continue educational sustainability development, we expect to understand the learning problems of disadvantaged students for sustainability in rural areas. This study collected an integrated dataset, including 16 features with 883 records, from an elementary school in a rural area in Taiwan. Then, this paper proposes an integrated features selection method to integrate four different feature selection methods for finding the key features of academic achievement, and utilizes a statistical test to explore the differences in various student backgrounds in the nine key features and the graduated score. The statistical test shows that between the ordinary students and disadvantaged students, there were differences in the key features and the graduated score, and this paper also found that the five groups of disadvantaged students exhibit differences in academic achievements. To determine these differences, this study carried out interviews on six different students’ identity backgrounds, and the majority consensus of six groups of students was summarized as personal, family, and school aspects. The results show that there were many learning problems in this rural elementary school: (1) the education levels of most of the parents (72.3%) were below the college level; (2) 73% of parents were staff members and workers; (3) 26.4% of students in the school were disadvantaged; and (4) the age range of student’s parents was from 30 to 64 years. For the sustainable education of rural areas, this study suggests that the educational management must invest greater resources and make more effective policies a priority for teachers in rural areas and that teachers must pay more attention to aboriginal students in terms of learning motivation and must actively interact with their parents.

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“…ECTs identified community members (Brindley & Parker, 2010), including parents of their students (Castro, Kelly, & Shih, 2010;Perry & Hayes, 2011) as important non-professional relations. Earning the trust of the community members was cited as the most important factor determining the quality of the relationship with the external non-professional community, especially in forming a relationship with members of the community as an outsider coming from a different community (Burton & Johnson, 2010). Personal networks were also cited as a source of support for ECTs: "A small number in each case referred to friends (especially those who were teachers) and relatives as sources of support" (Abbott, Moran, & Clarke, 2009, p. 104).…”

Section: External Community Relationshipsmentioning

confidence: 99%

Untitled

2019

JGER

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Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.

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“Where Else Would We Teach?”: Portraits of Two Teachers in the Rural South

Cited by 43 publications

References 18 publications

“A Passion and Enthusiasm to Bring out the Best in All”: Regional Candidate Teacher Motivations

“A Passion and Enthusiasm to Bring out the Best in All”: Regional Candidate Teacher Motivations

Exploring the Related Factors in Students’ Academic Achievement for the Sustainable Education of Rural Areas

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