Volume 27, Issue 2    Winter 2006

Table of Contents

From the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  iv

A Technology Support Induction Network for Rural Student Teachers  . . . . . . . . . .  1 Sara Winstead Fry

ABSTRACT: Student teaching is a challenging period for preservice teachers as they make the transition from preparation to practice. Support from mentor teachers and university personnel can make this time easier, helping preservice teachers successfully integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many student teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was developed to address these issues by providing support and ongoing professional learning opportunities for preservice teachers through distance technology. A qualitative case study was used to investigate the TSIN’s impact on elementary level student teachers. Results indicate that the TSIN’s two primary components, a discussion board and compressed video sessions, served different supportive roles. Recommendations for future programs utilizing technology as a way to enhance the preparation of student teachers or provide induction for inservice teachers in rural schools are also discussed.

School Bond Success: An Exploratory Case Study . . . . . . . . . . . . . . . . . . . . . . . . . .  11
Carleton R. Holt, Matthew A. Wendt, and Roland M. Smith

ABSTRACT: Following two-failed school bond issues in 1995 and 1998, one mid-sized rural school district organized an effort that led to two successful school bond elections in 2001 and 2003. The school district’s strategic plan mirrored many of the recommendations for successful bond referendums published in School Bond Success: A Strategy for Building America’s Schools. Findings from this case study, utilizing a Rapid Assessment Process, illustrate many of the reasons why the school district passed two consecutive bond issues with unprecedented community support. Although the findings from this school district may not match the concerns of all communities, it provides readers with a perspective of voters’ beliefs in one rural school district.

I Know This To Be True…: Perceptions of Teachers in One Rural Elementary School Regarding Writing Scores  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  19 Kathy Brashears

ABSTRACT: This study is set in an elementary school located in a rural, Appalachian area and considers the reasons that teachers attribute to student success on state writing assessments as well as to what reasons they attribute their students’ lack of success in moving beyond an average ranking.  In considering these reasons, patterns emerge in the data that prove intriguing.  For example, one pattern indicates that teachers link the lack of student success to aspects beyond their control.  These aspects include student home life, socioeconomic levels, and parental attitudes toward school.  The second emerging pattern shows that teachers couple their own teaching practices with student achievement.  Such indications have great implications for future studies in that the perceptions of teachers may be key in utilizing the results of standardized assessments.

Rural Education:  Attracting and Retaining Teachers in Small Schools  . . . . . . . . .  28  Jerry M. Lowe

ABSTRACT: For many small rural school districts across America, the effort to attract and retain quality teachers continues to be a major concern. Schools located in what are considered to be “hard to staff” areas experience the most difficult . While not all communities face the problems of inadequate teacher supply, many small and rural school districts recognize this as a continuing critical issue. A variety of factors contribute to the problems of recruiting and retaining teachers in small and rural school. This article will address the most common causes of high turnover rate among teachers in the rural schools and offer a variety of strategies that may be considered by local school administrators.

Edward W. Chance Dissertation Award for Doctoral Research in Rural Education  The Transition Practices of One County’s Rural Elementary School Districts and Their Receiving Independent School District   . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  33 Stephen E. Smith

ABSTRACT: The purpose of this study was to describe the transition implementation experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students. This qualitative research involved interviewing 11 ninth grade students, six rural elementary school district counselors and/or administrators, and one independent school district counselor. Conclusions of the study revealed that the independent school district in the study does not have a structured transition implementation program to assist rural elementary school district students. Despite literature that supports the success of transitional programs for students and the fact that the county in the study once had a transitional program, there is currently no program in place. The one thing every rural elementary and independent school district staff member agreed on was that the transition process for the rural elementary students needs drastic improvement.  Suggestions were provided by all participants to assist with improving transition.

National Rural Education Association Report: Rural School Consolidation: 
History, Research, Summary, Conclusions, and Recommendations  . . . . . . . . . . . .  40
Joe Bard, Clark Gardener, and Regi Wieland

No ABSTRACT

Subscriptions