Revisiting Rural Education Access

Drawing on a contemporary construction of rurality, which acknowledges rural education amplified by technology, we capture two examples where online mathematics resources were used in a rural middle school setting. As such we examine issues and consider rural education access as it is changed with technology towards a more nuanced understanding of rural contexts necessary to inform future rural education policy, practice, and research

Lanthorn, vol. 27, no. 09, October 28, 1992

Lanthorn is Grand Valley State\u27s student newspaper, published from 1968 to the present

Rural Elementary Administrators’ Views of High-Stakes Testing

This study examines how rural elementary school administrators perceive the effects of high-stakes testing in comparison to suburban and urban elementary administrators. High-stakes testing had a greater impact, both positively and negatively, on rural administrators than on their counterparts in suburban and urban schools. Specifically, the positive effects were that rural administrators were more motivated by the testing program to do a better job, found the test results more useful in assessing teachers, and found the test results more useful in meeting the academic needs of students. The negative effects were that rural administrators felt more pressure than urban administrators to improve test scores and found their school rating to more negatively affect their ability to attract high quality teachers than administrators in suburban schools

Humanum ex machina: Translation in the post-global, posthuman world

Translation sits at the epicentre of the biotech era’s exponential growth. e terms of reference of this discipline are becoming increasingly unstable as humans interface with machines, become melded with them, and ultimately become a networked entity alongside other networked entities. In this brave new world, the posthuman o ers a critical perspective that allows us to liberate our thinking in new ways and points towards the possibility of a translation theory that actively engages with other disciplines as a response to disciplinary hegemo- ny. is article looks at how technology has changed and is changing translation. It then explores the implications of transhumanism and the possibilities for a posthuman translation theory. Ultimately, the survival of translation studies will be contingent on the survival of translation itself and its ability to question its own subjective, posthuman self

School-Community Partnerships in Rural Schools: Leadership, Renewal, and a Sense of Place

Rural schools are vulnerable to imitating the reform standards of national and urban school. Urban schools, to which much of the research on current reform efforts has been directed, are not rural schools writ large. Neither are rural communities like urban neighborhood communities. Hodgkinson and Obarakpor (1994) declared rural poverty is not the same as urban poverty in a different setting (p. 2). Rather, the context of rural has its own set of community identifiers that make rural schools dramatically different from their metropolitan counterparts. The goals and purposes of schooling and educational renewal processes appropriate for urban and suburban schools may be inappropriate for rural schools. As aptly expressed by Theobald and Nachtigal (1995), The work of the rural school is no longer to emulate the urban or suburban school, but to attend to its own place (p. 132). Rural students face many challenges in gaining a sound education, but one of the advantages they have is that their schools are set in a community context that values a sense of place and offers a unique set of conditions for building the social capital important for helping students succeed in school

Rural Superintendents as Political Agents: Grassroots Advocacy in Appalachian Districts of Southeast Ohio

This qualitative inquiry explores the narratives of rural superintendents regarding their roles as moral agents in the politics of public school settings and how they view their moral and political advocacy as grassroots activism for student and community rights. Insights from superintendent narratives provided themes about the history, practice, and expectations of school leaders as political agents within their respective communities. These themes focused on activism and advocacy for equitable funding and policymaking that specifically related to transportation, testing, and technology. Findings describe and define how superintendents make meaning of their political and public obligations and provide data that can help leadership preparation programs better prepare candidates for meaningful political practice

The sound bites of George W. Bush during the 2004 presidential election examined and unpacked

Three sound bites, Whatever it takes (55 seconds), Safer, Stronger (30 seconds), and War on Terror (30 seconds), of President George W. Bush during the presidential election of 2004 will be explored and unpacked

The Chronicle [February 7, 1995]

The Chronicle, February 7, 1995https://repository.stcloudstate.edu/chron/4114/thumbnail.jp

As tecnologias de informação e comunicação e a escola em meio rural

Uma parte significativa do território português tem características rurais ou predominantemente rurais o que significa que muitas escolas portuguesas, estão inseridas em meio não urbano. Neste artigo procura-se identificar o que é uma zona rural e uma escola rural, discutindo algumas das suas características. Face às características peculiares destas escolas, à revisão de literatura efectuada e de alguma experiência que possuímos, procurou-se reflectir sobre as vantagens e desvantagens da utilização das Tecnologias de Informação e Comunicação (TIC) nestes contextos educativos, não só em sala de aula, mas também como instrumento facilitador da relação entre a escola e a comunidade. As conclusões que retiramos apontam para um papel que, não sendo consensual, parece importante em qualquer uma destas áreas.A significant part of the Portuguese territory has rural characteristics, or is predominantly rural, which also means that many Portuguese schools are located in non-urban areas. With this paper we intend to identify what is the meaning of a rural area and a rural school, by discussing some of its features. Given the peculiar characteristics of these schools, the literature reviewed and some experience that we have, we tried to reflect on the advantages and disadvantages of the use of Information and Communication Technologies (ICT) in these educational contexts, not only within the classroom, but also as a tools to help the development of relationship building between the school and the community. The conclusions we draw are pointing to a role that, even though is not consensual, seems important in any of these areas

The Impact of Principal Leadership Styles on School Accountability

This study examined the impact of principals’ leadership styles on the academic achievement of students as measured by the Mississippi Curriculum Test, Second Edition (MCT2). The 2013-2014 school year MCT2 mathematics and language arts scores were used as measures of student achievement and high-stakes testing. The Multifactor Leadership Questionnaire (MLQ5x) was distributed to 420 principals. However, because of incomplete information given by the principals on the questionnaire, and the fact that the Mississippi Department of Education (MDE) did not report MCT2 scores for particular schools, some of the principals’ information was not useful; thus leaving the researcher with a sample size of n = 110 participants. This study was guided by 2 research questions. Relationships were analyzed using the Multivariate test for Analysis of Covariance (MANCOVA) in which the variable of socioeconomic status was used as a covariate because it was found to result statistically different scores across group means. The research questions sought to determine what type of principal leadership style resulted in higher student achievement in mathematics and language arts. The findings of this study indicated that there were no statistically significant differences among the transformational, transactional, and passive avoidant leadership styles. It is imperative that principals draw from all leadership approaches (i.e. transformational, transactional, and passive avoidant approach) in their practice instead of focusing on just one type of leadership style. This is true especially in schools that serve a large percentage of students that come from families with low socioeconomic status since this study found that socioeconomic status had a statistical significant effect on student achievement. Only through the utilization of research-based practices will schools be able to raise the bar of student achievement by revamping the leadership style of the school’s ultimate instructional leader, the principal