A Comparison of Bullying in Four Rural Middle and High Schools

Bullying in rural school settings is clearly a problem and some of our students are suffering as a result.. Bullying is defined in this study of 819 rural middle and high school students as when a student is exposed repeatedly to negative actions by one or more other students. Students responded to a questionnaire about how often and where bullying occurred and who students told. Analysis of the data reported frequencies, and the Pearson chi-square was used to test for significance (p \u3c.05) for gender and school level. Results indicated that while there are many similarities, there are some differences in bullying at these two levels that should be considered when reducing bullying. First, students should be encouraged to develop positive strategies to react to name calling and teasing particularly at the middle school level. Second, administrators and teachers must communicate better with students that they care about reducing bullying, especially at the high school level

TeamMates: Providing Emotional and Academic Support in Rural Schools

Numerous studies have found that mentoring has a positive effect on students who participate in it. Mentorship for students in rural communities is both necessary and challenging given the uphill battle these schools and communities face to improve their students’ academic achievement and emotional well-being. Through examining teacher, parent, and student perceptions of the TeamMates Mentoring Program in a rural Nebraska district, this study concluded that TeamMates is providing necessary social and emotional support to its mentees in rural schools, as well as encouraging them to improve their grades. However, TeamMates must continue to heighten its support of low-achieving students and to help fulfill students’ long-term goals

A Comparison of Bullying in Four Rural Middle and High Schools

Bullying in rural school settings is clearly a problem and some of our students are suffering as a result.. Bullying is defined in this study of 819 rural middle and high school students as when a student is exposed repeatedly to negative actions by one or more other students. Students responded to a questionnaire about how often and where bullying occurred and who students told. Analysis of the data reported frequencies, and the Pearson chi-square was used to test for significance (p \u3c.05) for gender and school level. Results indicated that while there are many similarities, there are some differences in bullying at these two levels that should be considered when reducing bullying. First, students should be encouraged to develop positive strategies to react to name calling and teasing particularly at the middle school level. Second, administrators and teachers must communicate better with students that they care about reducing bullying, especially at the high school level

Collaborating on Web-Based Instruction in Higher Education: Benefits and Risks

The United States spends $600 billion on education of all types each year, making it the second largest industry after health care

Rural Educator Perceptions of Parent Involvement in Public Schools

Rural educators in three states were surveyed regarding their perceptions of parental involvement in their schools. Significant indicators impacting student success included the expectation of parents and their attitudes toward education. Two strategies used to incorporate varying cultures and languages into the school community were creating a welcoming and open climate for parents and using parents’ home languages to communicate key information. The greatest challenge to involvement in their children’s education was parents’ work schedules. Educators participating in this study rated their schools’ level of success in engaging parents as somewhat successful

Comparing Two Female Superintendents' First Years: Challenges and Successes

This article investigates the journeys of two first-year female superintendents. A qualitative descriptive analysis of the superintendents' journals reveals not only how their experiences differed, but what factors contributed to a more positive or negative first year as a superintendent: (a) the superintendents' relationship with their school board; (b) their ability to network within the school community; and (c) the school district's willingness to change. This article provides insights into how different professional environments can help or challenge a new superintendent, as well as recommendations for maneuvering through these environments

Collaborating on Web-Based Instruction in Higher Education: Benefifits and Risks

The United States spends $600 billion on education of all types each year, making it the second largest industry after health care. Dunn (2000) estimates that the typical citizen will need the equivalent of 30 semester credits of coursework every 10 years to stay current with coming changes in their fields and lives. Innovative ways of providing such access to education, an absolute imperative in the merging global knowledge society, are required. Distance education provides access through multiple technologies and oftentimes includes some on-site instruction (Dunn, 2000; LaCost, 1998). Networked education (in higher education often referred to as a virtual university) furnishes a web of educational providers that distribute services to the client at the time, place, pace and style desired by the client. In the 1997-98 academic year, postsecondary institutions reported that the most popular delivery technologies were ansynchronous Internet instruction (58Collaboration is a requirement for future on-line education. Collaboration provides multiple arrangements and flexible alliances among participants. There is now greater availability of grant money for forging collaborations between and among institutions and accrediting bodies For example, the Andrew W. Mellon Foundation is interested in funding collaborative technical projects (Young, 2000), and the U.S. Department of Education has announced$10 million in awards to higher education institutions and nonprofit organizations to assist in providing access to distance-learning opportunities (Confessore, 1999)

Collaborating on Web-Based Instruction in Higher Education: Benefifits and Risks

The United States spends $600 billion on education of all types each year, making it the second largest industry after health care. Dunn (2000) estimates that the typical citizen will need the equivalent of 30 semester credits of coursework every 10 years to stay current with coming changes in their fields and lives. Innovative ways of providing such access to education, an absolute imperative in the merging global knowledge society, are required. Distance education provides access through multiple technologies and oftentimes includes some on-site instruction (Dunn, 2000; LaCost, 1998). Networked education (in higher education often referred to as a virtual university) furnishes a web of educational providers that distribute services to the client at the time, place, pace and style desired by the client. In the 1997-98 academic year, postsecondary institutions reported that the most popular delivery technologies were ansynchronous Internet instruction (58Collaboration is a requirement for future on-line education. Collaboration provides multiple arrangements and flexible alliances among participants. There is now greater availability of grant money for forging collaborations between and among institutions and accrediting bodies For example, the Andrew W. Mellon Foundation is interested in funding collaborative technical projects (Young, 2000), and the U.S. Department of Education has announced$10 million in awards to higher education institutions and nonprofit organizations to assist in providing access to distance-learning opportunities (Confessore, 1999)