Volume 28, Issue 3    Spring 2007

Table of Contents

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

Rural Research Brief:
Rural Science Education research and the Frameworks that give it Form  . . . . . . . .  1 J. Steve Oliver

NO ABSTRACT

Rural Revitalization in New Mexico:
A Grass Roots Initiative Involving School and Community . . . . . . . . . . . . . . . . . . . .  4 Gerald R. Pitzel, Cathleen A. Adams, Alicia C. Benavidez, Barbara C. Bianchi, Linda L. Croom,
Brandy R. de la Riva, Donna L. Grein, James E. Holloway and Andrew T. Rendón

ABSTRACT: The Rural Education Bureau of the New Mexico Public Education Department has established a program to address the special needs of schools and communities in the extensive rural areas of the state. High poverty rates, depopulation and a general lack of viable economic opportunity have marked rural New Mexico for decades. The program underway aims at establishing holistic community socioeconomic revitalization at the grass roots level with the schools playing a leading role. Initiatives include community conversations with key leaders to determine necessary steps to take in encouraging economic growth and attracting businesses, the institution of entrepreneurship within the community, the transformation of the school into a community resource and the encouragement of place-based education within schools. In the second year of this program there are 13 school districts actively involved in the enhancement of their schools and community. The program adopted many of the principles for rural revitalization seen in the remote communities of South Australia.

Examining the Academic and Personal Social Experiences Of Latina/o Children in Southeastern U. S. Rural, Burgeoning Latino Communities . . . . . . . . . . . . . . . . . . . 12
Jose A. Villalba, Maria Brunelli, Lucy Lewis and Carrie Wachter

ABSTRACT: Between the 1990 and 2000 U.S. Census several Southeastern states, largely void of a permanent Latino population prior to 1990, witnessed significantly large increases in the number of Latina/o residents, particularly in rural communities. This study was designed to ascertain the impressions of non-Latina/o teachers and school counselors working with Latina/o youngsters in elementary school settings in these communities through the use of focus group methodologies. Four general themes were identified using the Consensual Qualitative Research method of analysis: (I) Academic factors affecting Latina/o children in burgeoning communities; (II) School interventions used for addressing academic factors; (III) Latina/o children and family characteristics in burgeoning communities; and (IV) personal-social-economic factors impacting Latina/o children in burgeoning communities.

The Professional Development Needs of   Rural High School Principals:
A Seven-state Study .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Pamela Salazar

ABSTRACT: The increased emphasis on standards-based school accountability since the passage of the No Child Left Behind Act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving student outcomes. While rural school districts are dealing with many of the same issues facing urban districts, there are unique challenges that rural school principals face. However, effective professional development that addresses the unique needs of rural school leaders can build essential leadership capacity that supports school success. This article discusses the results of a study on the professional development needs of rural high school principals for school improvement.  These findings provide direction for the development of professional development activities that will enhance the leadership skills that principals need to guide school reform and reach higher standards of student achievement.

Considerations of Community Values in Decision Making:
How one Rural Superintendent Sees It  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Chris Jenkins

ABSTRACT: In rural Oklahoma, the role of the superintendent is often vastly different than that of superintendents in large cities. The superintendent is the leader of the school district, which is typically the community’s largest employer. There are a few examples of superintendents who embrace this sometimes overwhelming responsibility and who are often seen as pillars of ethics, leadership and morality in the community. Dale Carter is one example of this type of superintendent. Mr. Carter has been employed by Kenawee Public Schools since 1969. During his tenure he has been a teacher, coach, principal and superintendent. This case study will examine how Carter has considered community values when making decisions and how the integration of those values along with his personal and professional values have allowed him to lead a rural school district.

Edward W. Chance Dissertation Award for Doctoral Research in Rural Education
A Case Study: Leadership and its Effect on Achievement of Children in a Rural Setting  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Marilyn Dishman Horst and Barbara N. Martin

ABSTRACT: The purpose of this study was to examine the perceived effectiveness of leadership in a Missouri rural K-8 school with a high incidence of poverty that consistently met federal and state accountability mandates. The concepts of accountability as measured by student achievement, the unique educational needs of children from poverty, and the challenges of the rural school location were viewed through the lens of leadership. Ten practices of leadership that lead to consistent student achievement were suggested. They include integrity and courage, focus and vision, expectations and data evaluation, resources and empowerment, role modeling, and collaboration. Implications of this study could impact mentoring programs to support beginning and practicing administrators, leadership training in schools of education and state leadership programs, programs and instruction designed for children from poverty, and considerations of the monetary and educational cost of consolidation.

Subscriptions