Volume 31, Issue 1    Fall 2009

Table of Contents

Rural and Small School Principal Candidates:
Perspectives of Hiring Superintendents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   1
Patricia A. Cruzeiro and Mike Boone

ABSTRACT: This article reports the results of an inquiry into the dynamics of principal selection in rural school districts in two mid-American states with high numbers of rural schools. The study focuses on two questions: (1) are rural school districts experiencing a shortage of qualified applicants for vacant principal’s positions; and (2) what professional and personal characteristics do superintendents seek in selecting principals for rural schools? Data for the study were collected through a review of the relevant research literature and interviews with superintendents of rural school districts. The study confirmed that rural school districts in these two states are in fact not experiencing a shortage of qualified principal applicants and delineates specific professional and personal characteristics superintendents seek in the principals who lead rural schools.

Job Satisfaction of Iowa Public School Principals  . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Boris Sodoma and David Else

ABSTRACT: The purpose of this study was to examine the job satisfaction of Iowa public school principals and contrast the job satisfaction to the perceptions six years previously. The population for the 1999 and 2005 study was a sample of principals from Iowa K-12 schools. The study revealed significant differences in overall job satisfaction, in gender of the principals, years served as a principal, and type of schools in both studies. No significant differences were found for years served in present position. The results indicated that principals were overall more satisfied in the 2005 than they were in 1999. The findings confirmed that principals spent more time on the management of their schools than on leadership tasks. Principals were more satisfied with hygiene factors than with motivators in both studies.

Impact of No Child Left Behind on Curriculum and Instruction in Rural Schools  .  19 Deborah Powell, Heidi J. Higgins, Roberta Aram and Andrea Freed

ABSTRACT: This article examines the influence of the No Child Left Behind Act on the decision making of rural principals and teachers about curriculum and instruction as well as the possible long-term effects on rural education. Data were gathered from 101 rural elementary school principals in Missouri and 76 rural elementary school teachers in Maine. Missouri principals were concerned about losing their autonomy and abilities to be instructional leaders. Maine teachers reported that NCLB benefited some groups of students more than others and that it has a negative effect on student motivation. There were significant changes in instructional time for some subjects and non-instructional time for recess and kindergarten nap time. The most important influence on principals’ educational vision for the future and the need for professional development was meeting AYP and raising test scores.

Supporting On-line Learning for Advanced Placement
Students in Small Rural Schools: Conceptual Foundations
and Intervention Components of the Facilitator Preparation Program  . . . . . . . . . .  29
Matthew J. Irvin, Wallace H. Hannum, Thomas W. Farmer, Claire de la Varre and Julie Keene

ABSTRACT: This paper examines the need for interventions to support students who are taking advanced placement courses in small rural districts and describes the Facilitator Preparation Program (FPP) as a strategy to address this need. Issues in the delivery of Online Distance Education (ODE) in small rural schools are summarized and the conceptual foundations and service delivery considerations of the FPP are outlined. Future research needs are also considered.

The Perceptions of Math and Math Education in the Rural Midwest  . . . . . . . . . . . 25 David M. Lucas and Jamie Fugitt

ABSTRACT: By means of a qualitative research method known as folknography, a concerted effort was made to discern perceptions of math and math education in the rural Midwest. A community that will be referred to as Midville, located in the state of Illinois, was chosen as the target population for this study. The community and surrounding region stands over one hundred miles from the nearest metro complex. The study was conducted in May of 2006. After completion of the initial field work, data were collected, analyzed, and summarized, producing this document.

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