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Author: Tom Fox
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
The Investing in Innovation (i3) Improving Rural Achievement Community, a professional learning community of grantees under the US Department of Education's i3 program, created this document to share knowledge and experiences related to working in rural districts across the United States. Grounded in field-based experiences and lessons, it serves as a guide for researchers, non-profits, and others interested in partnering with rural districts to develop and implement innovations in K-12 schools. A total of 27 rural community participants working across 24 i3 projects contributed content as active participants in focus groups (via webinar), polls, emails, and/or in-person meetings during the guide development process. Following an introduction about why innovations in rural districts and schools matter, four key topics are addressed: (1) relationship-building with rural districts for innovation research and implementation, (2) establishing and maintaining partnerships with rural districts, (3) sustaining innovation in rural communities, and (4) scaling up innovation in rural communities. The document concludes with recommendations that offer encouragement and caution to innovators who seek to design and implement educational innovations in rural places. Five questions are offered to help guide planners toward a successful innovation journey in a rural context. An appendix lists the document's 27 contributors, the organization awarded the i3 grant, the project title, and the purpose of the project. An acknowledgments section identifies the leading contributors and co-writers of the document. [This report was produced by the i3 Improving Rural Achievement Community.].
Author: Tom Fox
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
The Investing in Innovation (i3) Improving Rural Achievement Community, a professional learning community of grantees under the US Department of Education's i3 program, created this document to share knowledge and experiences related to working in rural districts across the United States. Grounded in field-based experiences and lessons, it serves as a guide for researchers, non-profits, and others interested in partnering with rural districts to develop and implement innovations in K-12 schools. A total of 27 rural community participants working across 24 i3 projects contributed content as active participants in focus groups (via webinar), polls, emails, and/or in-person meetings during the guide development process. Following an introduction about why innovations in rural districts and schools matter, four key topics are addressed: (1) relationship-building with rural districts for innovation research and implementation, (2) establishing and maintaining partnerships with rural districts, (3) sustaining innovation in rural communities, and (4) scaling up innovation in rural communities. The document concludes with recommendations that offer encouragement and caution to innovators who seek to design and implement educational innovations in rural places. Five questions are offered to help guide planners toward a successful innovation journey in a rural context. An appendix lists the document's 27 contributors, the organization awarded the i3 grant, the project title, and the purpose of the project. An acknowledgments section identifies the leading contributors and co-writers of the document. [This report was produced by the i3 Improving Rural Achievement Community.].
Author: Simone White
Publisher: Springer Nature
ISBN: 9813361166
Category : Education
Languages : en
Pages : 186
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Book Description
This book brings together authors from United States, South Africa, United Kingdom, China, Canada and Australia to provide insights and case studies from across a range of contexts to explore the interplay between the notions of rurality, innovation and education. The book reveals a hopeful and resilient approach to innovative rural education and scholarship collectively and provides important evidence to speak against an often deficit view of rural education. Three patterns are revealed, namely: the importance of place-attentive strategies, the importance of joined up alliances to maximise resources and networks and finally, the need to utilize alternative methodologies and frameworks that have a starting point of difference rather than deficit for any rural initiative or approach. By drawing from international examples and responding in innovative ways to rural education challenges, this book provides an opportunity to share international insights into innovations, interventions and partnerships that promote and support rural education in its broadest sense.
Author: R. Martin Reardon
Publisher: IAP
ISBN: 1641132159
Category : Education
Languages : en
Pages : 362
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Book Description
This volume focuses on innovative school-university-community collaborations that are being implemented in rural places in the United States. A foundational belief that underpins the contributions to this volume is that rural communities contain within themselves the resources to promote and sustain vibrant educational endeavors. This belief has inspired a wealth of innovations that collectively offer a countervailing perspective to the view that global competitiveness is the preeminent goal of education, and that this goal is best served by “big education.” Since early last century, there has been a pervasive implicit, and sometimes explicit, assumption that rural places are bereft of the ability to educate children effectively. As repeatedly witnessed in this volume, in collaboration with universities, schools in rural places and the communities that both sustain and rely on them can appropriately configure the educational environment to optimally nurture the intellectual growth of children. The chapters in this volume are grouped into three parts that explore, in turn, the design features of innovative school-universitycommunity collaborations, some novel approaches to such collaborations, and the contours of parental and community involvement in such collaborations. Chapters discuss both larger scale collaborations that involve many school districts across wide -spread regions, and smaller scale collaborations that involve intensive engagements among the educators and members of smaller communities, and offer theoretical insights into the collaborative process itself. As mentioned above, two narrative threads run through the chapters: that effective collaborations address goals and aspirations expressed by those who are privileged to live in rural America, and that effective collaborations are oriented to building on the strengths inherent in the social fabric of those rural communities.
Author: Jonathan P Sher
Publisher: Routledge
ISBN: 1000310396
Category : Social Science
Languages : en
Pages : 318
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Book Description
A reversal in rural-to-urban migration patterns is creating increasing interest in the quality of education in rural areas and in techniques for meeting educational needs in sparsely populated regions. Wholesale urbanization of rural schools generally is rejected as a potential solution: it is logistically inefficient; centralization and standardization are met with growing resistance; and conventional solutions to educational problems produce uneven results when applied to rural areas. This book addresses the broad spectrum of rural education issues within OECD member countries. The authors identify innovative programs, policies, and strategies and point toward the more promising paths for rural school improvement. They also issue warnings about some of the blind alleys and dead ends that can be encountered. The major topics covered include delivery systems, in-school innovations, support mechanisms, and community-school linkages.
Author:
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 46
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Book Description
Author: Sara L. Hartman
Publisher: Harvard Education Press
ISBN: 9781682537862
Category :
Languages : en
Pages : 0
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Book Description
Highlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States. As editors Sarah L. Hartman and Bob Klein acknowledge, rural places have long experienced systemic inequities that decrease rural students' access to education, yet many rural schools and communities have found creative means to make up for the dearth of outside resources. The Middle of Somewhere brings to light a wide variety of partnerships that have been forged between K-12 schools, communities, and postsecondary institutions to improve educational access. The book showcases collaborations that address three different areas of need: partnerships that prepare and support teacher candidates and educators who work in rural areas; partnerships that extend the work of rural education networks; and partnerships that promote equity, justice, and inclusion within rural populations. Using case studies of rural educational partnerships from communities across the United States, the book's contributors share their experiences of how strong partnerships have formed both organically and through thoughtful and intentional planning, and they recommend supportive strategies for their development and sustainment. The contributors also explore the many ways in which university-school-community partnerships incubate solutions to challenges common to rural education systems, such as access to STEM education and higher education. The programs featured here may serve as replicable models for practitioners, researchers, and policy makers who want to enrich the experiences of children in their schools and communities.
Author: Paul M. Nachtigal
Publisher: Routledge
ISBN: 1000310388
Category : Education
Languages : en
Pages : 280
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Book Description
The close-knit, personal nature of small rural communities results in school and community operating as a single integrated social structure. Useful rural school improvement strategies must, therefore, address needs that are recognized by both the local school and the community and must operate in a style congruent with the local setting. Although outside ideas and resources may contribute greatly to successful plans to improve rural schools, a high level of local involvement is essential in determining the specifics of those plans. This is clearly demonstrated by the thirteen case studies presented in this book, in which the strategies that have been effective over time in resolving rural school problems are distinguished by a high degree of local participation. The cases–chosen to provide good examples of particular strategies and also to represent the diversity that characterizes rural America–cover centrally designed, heavily funded programs as well as small-scale, locally initiated efforts in such areas as teacher training, the introduction of new curricula, and community participation in education decision making and political action. The final chapters analyze the case studies in practical terms and recommend policy and practice for future rural school improvement.
Author: Alfred P. Wilson
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 78
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Book Description
Author: R. Martin Reardon
Publisher: IAP
ISBN: 164113223X
Category : Education
Languages : en
Pages : 346
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Book Description
Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.
Author: British Columbia. Ministry of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 5
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