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Author: John A. Berry
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 88
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Book Description
Author: John A. Berry
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 88
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Book Description
Author: Amy Price Azano
Publisher: Routledge
ISBN: 1000220435
Category : Education
Languages : en
Pages : 242
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Book Description
This teacher education textbook invites preservice and beginning teachers to think critically about the impact of rurality on their work and provides an overview of what it means to live, teach, learn, and thrive in rural communities. This book underscores the importance of teaching in rural schools as an act of social justice—work that dismantles spatial barriers to economic, social, and political justice. Teaching in Rural Places begins with a foundational section that addresses the importance of thinking about rural education in the U.S. as an educational environment with particular challenges and opportunities. The subsequent chapters address rural teaching within concentric circles of focus—from communities to schools to classrooms. Chapters provide concrete strategies for understanding rural communities, valuing rural ways of being, and teaching in diverse rural schools by addressing topics such as working with families, building professional networks, addressing trauma, teaching in multi-grade classrooms, and planning place-conscious instruction. The first of its kind, this comprehensive textbook for rural teacher education is targeted toward preservice and beginning teachers in traditional and alternative teacher education programs as well as new rural teachers participating in induction and mentoring programs. Teaching in Rural Places will help ensure that rural students have the well-prepared teachers they deserve.
Author: Fitzroy John Fitzwygram
Publisher: Good Press
ISBN:
Category : Fiction
Languages : en
Pages : 40
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Book Description
This book is a collection of excerpts from a longer study made by Fitzwygram in a rural village in Kent, UK. In it, he argues that the education that is currently being offered for the labouring and working classes is not fit for purpose and results in large numbers of children leaving school without the basic knowledge they need to manage their future lives.
Author: Thomas Jackson Woofter (Jr.)
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 358
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Book Description
Author: Verne McGuffey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 86
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Book Description
Author: Thomas Jackson Woofter
Publisher:
ISBN: 9781330530993
Category : Education
Languages : en
Pages : 356
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Book Description
Excerpt from Teaching in Rural Schools The United States Census Bureau classifies as living under rural conditions all persons living in the open country and in towns and villages having less that 2500 inhabitants. On this basis, according to the census of 1910, 53.7 per cent of the population of the United States was classed as rural, and the figures probably have not changed materially since that date. In the last printed report of the United States Commissioner of Education it was stated that, during the preceding year, 58.4 per cent of the children enrolled in the public schools of the United States were enrolled in schools classified by the Census Bureau as rural, while of the 600,000 teachers employed, 60 per cent were employed in these rural communities. Approximately eighteen million children were enrolled in these same schools, and about 95 per cent of these were in the elementary grades. When we turn from a consideration of the United States as a whole to a consideration of the individual States, we find that in 34 out of the 48 States more than 50 per cent of the population was living, in 1910, under conditions classed as rural, and in 17 of the 48 States the number so living exceeded 75 per cent of the whole. In 11 States the number exceeded 80 percent of the whole. In the 17 States in which the population was more than 75 per cent rural, from 75 to 80 per cent of the teachers and children are working in rural schools. Still more, approximately 215,000 of the 600,000 teachers employed in all public schools in the United States are to-day working in one-teacher rural schools. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Horace M. Culter
Publisher:
ISBN: 9781330985762
Category : Education
Languages : en
Pages : 394
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Book Description
Excerpt from The Rural School, Its Methods and Management The present treatise on school methods and management is intended for teachers in the elementary country schools and for those in normal and high schools who expect to go into the rural schools to teach. The writer has studiously avoided all suggestions especially applicable to the management of city schools, and has purposely confined himself to such plans and methods as will be suited to the country school. While consolidation is an important movement, and many more weak districts should be united, yet in many parts of the United States the time is far distant when the one-room country school will, or should, be discontinued. A one-room school in the rural districts, taught by a competent teacher, is still a good place for a boy or girl to get the elements of an education. The United States Commissioner of Education reports that in the school year 1907-1908 there were five and one half million school children and one hundred thirty-four thousand teachers in cities of four thousand or more population; in the outside districts, there were eleven million children and three hundred sixty-one thousand teachers. In the state of Kansas there are two and one third times as many children in the one- and two-room schools and nearly five times as many teachers, as there are in the cities and towns maintaining graded systems of schools. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: National Education Association of the United States. Committee on the Economic Status of the Rural Teacher
Publisher:
ISBN:
Category : Cost and standard of living
Languages : en
Pages : 24
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Book Description
Author: George Martin Wiley
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 28
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Book Description
Author: Robert Brooke
Publisher: Teachers College Press
ISBN: 0807743658
Category : Language Arts & Disciplines
Languages : en
Pages : 216
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Book Description
Featuring lively essays from rural elementary and secondary teachers, this volume describes the theory and practice of place-conscious education--using one's local place to build real, lasting connections to learning. The teachers describe the development and implementation of rich classroom writing programs that link learners with their rural communities and can serve as models for both public engagement and pedagogy. The outgrowth of research lead by the National Writing Project and funded in part by the Annenberg Rural Challenge, this book: - Applies place-conscious ideas to rural and regional contexts, rather than to urban communities in crisis.- Shows how to integrate place-conscious teaching into student-centered workshop teaching.- Describes a community writing project that attempted to save a school in the face of economic worries.- Details a Rural Institute program that guides teachers in implementing place-conscious education in their setting.- Includes an introduction by Robert Brooke and an afterword by Marian Matthews that position the work in relation to national trends in rural education.
