Volume 30, Issue 1    Fall 2008

Table of Contents

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

From the NREA Executive Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Rural Research Brief: Math Infusion in Agricultural Education and Career and Technical Education in Rural Schools  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1
Shawn Anderson

NO ABSTRACT

Teachers’ Perceptions of their Preparation for Teaching Linguistically and Culturally Divers Learners in Rural Eastern North Carolina  . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Debra D. O’Neal, Marjorie Ringler and Diane Rodriguez

ABSTRACT: The number of English language learners (ELL) students in the US is increasing dramatically. The growth is even more evident in rural areas of the United States such as North Carolina where teachers are facing classrooms with a majority of second language learners. The authors conducted a study interviewing 24 teachers at a rural elementary school in eastern North Carolina. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses. All teachers showed a strong desire to learn more at this time in their careers, but emphasized their lack of prior training. The study found that even though teachers lacked confidence, they were effectively educating this growing population. The authors discuss the responsibility of Institutions of Higher Education (IHE) to provide formal education in teaching students from diverse language backgrounds.

Considering Student Writing from the Perspective of Parents in one Rural Elementary School   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  14 Kathy Brashears

ABSTRACT: This article explores the perspective of parents regarding their elementary children’s writing in one rural, elementary school.  During the research, thematic strands emerged indicating that parents may value their children’s writing for purposes that differ from the purposes deemed appropriate by the school.  Upon interviewing 30 parents/guardians, the following codes materialized identifying elements that contribute to the parents’ perspectives.  These elements include the following: Parents do not see the connection between school and real world writing, parents lack understanding on writing purposes, parents’ perceptions of writing are based on their own school experiences, and some parents are illiterate.  Not only are these elements identified, but suggestions as to how to address each are considered.

Rural Teachers’ Best Motivating Strategies: A Blending of Teachers' and Students' Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  19  Patricia L. Hardré, David W. Sullivan and Natasha Roberts

ABSTRACT: This paper extracts and elaborates rural secondary teachers’ most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Selection of best practices was based on a synthesis of what both teachers and students reported as making the greatest positive impact on their school-related motivation. Strategies are illustrated by multiple detailed examples from teacher interviews.

Rural Community Input to School District Strategic Planning: An Action Model Using Focus Groups  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Brent L. Winand and Carla Edlefson

ABSTRACT:   A rural superintendent used action research principles in conducting a series of focus groups with community members, students, and staff. The focus group data informed strategic planning. At the end of a carefully designed process, district administrators found more agreement among residents than they had expected. Community members were grateful for the opportunity to participate, and the district’s strategic plan contained important goals that would not have been recognized without community input. Administrators believed conducting the focus groups themselves brought more benefit than if they had hired a consultant, because of the interaction with community members. The result was a model that could be used by other rural superintendents.

Adolescents and Teachers as Partners in a School-based Research Project to Increase Physical Activity Opportunities in a Rural Community. . . . . . . . . . . . . . . . 39 James Rye, Darlene McClure, Jacqueline Aleshire and Nancy O'Hara Tompkins

Subscriptions