Rural Education | I

_____. (2008).  Idaho Rural Education Task Force. Public School Information. Legislative Report, 2008  [Idaho State Department of Education] 

The Idaho Rural Education Task Force was formed in July 2007 with the goal of proposing and examining solutions to challenges facing rural schools. The task force's work this year has focused on three areas: recruitment and retention of highly qualified teachers, funding shortages related to insurance costs and staff allowances, and the technology gap between rural and urban schools. Rural districts are challenged to find enough teachers to meet their needs, and often the qualified applicant pool for open positions is very small or non-existent. The situation is becoming more critical due to the increased math and science graduation standards recently adopted by the State of Idaho, elevating need for teachers. To assist districts in retaining teachers and to maximize the use of the current teacher population, the committee made recommendations regarding incentives for teachers who earn qualifications to teach in multiple subject areas and teachers who take on extra leadership duties. Although salaries are often cited as the number one issue in recruitment and retention of highly qualified teachers, insurance and benefits are also key components of teacher compensation: the task force recommends the establishment of a separate line item in the Public Schools budget, beginning in Fiscal Year 2010, dedicated to listing insurance costs and benefits. Although many of Idaho' districts would be considered remote and isolated rather than simply rural, technology and the Internet offer students and teachers access to the world beyond. The task force focused on two elements of technology: connectivity and technology support. Rural schools need adequate Internet access to meet the increasing demands of education and society and substantially increase the potential solutions in many areas of education, such as online remediation and distance learning for teachers and students. The task force is looking at making recommendations for potential collaboration with utilities, private industry, and higher education to assist districts in achieving adequate connectivity. The task force recognizes that the ability to maintain that technology is of equal importance and, therefore, will look to establish funding for a position (or partial position) per school district for technology support. Appendixes include: (1) Senate Bill No. 1236 (selected section); (2) Task Force personnel; and (3) Issues and Solutions Chart. | [FULL TEXT]

Idowu, Oladele O. (2005).  Farmers' Perception of Agricultural Extension Agents' Characteristics as Factors for Enhancing Adult Learning in Mezam Division of Northwest Province of Cameroon  Australian Journal of Adult Learning, 45, 2. 

The education of farmers would be result oriented if among other things the learning enhancement situations are created. Farmers' receptivity to training largely depends on the use of several educational methods by extension agents to reach farmers in Mezam division of Northwest province of Cameroon. Data were collected from May to August 2000 using Kerlinger's n [greater than or equal] 30 sampling technique in the division since no definite sampling frame could be obtained. The result indicates that majority are males (62.5%); less than 40 years of age (68.6%), had formal education (81.3%), and can speak and write English language (56.3%). Farm visit is the most used teaching method (37.5%), while office calls (12.5%), group meetings (12.5%), and field days (6.3%) recorded low scores in the study area. The factor that was rated as the most important in enhancing learning of the farmers was that extension agents should be knowledgeable in farming (87.5%). The agent being a farmer and educated (56.3% each) follows this, language came fourth on the importance list | [FULL TEXT]

Ilbery, Brian; Maye, Damian; Kneafsey, Moya; Jenkins, Tim; Walkley, Catherine (2004).  Forecasting Food Supply Chain Developments in Lagging Rural Regions: Evidence from the UK  Journal of Rural Studies, 20, 3. 

Endemic problems in EU "lagging rural regions" (LRRs) are well documented and various support mechanisms have long been in place to help overcome structural difficulties. Nevertheless, new rural development architectures are now being sought and some scholars have posited that LRRs may benefit from the "quality (re)turn" in food and a relative shift from long to short food supply chains. The ways in which this "new agriculture" relates to rural development in lagging regions sound fine in theory. However, in practice it is far from clear what will actually happen, where and how. This paper attempts to answer some of these questions and, using a Delphi technique, to forecast those factors likely to influence supply chain development and performance in two LRRs in the UK: West Wales and the Scottish-English Borders. The findings suggest that while most experts willingly accept the socio-economic values that can be gained by localising, shortening and synergising the food chain in LRRs, there are also important barriers that question the emergence of such an agrarian based rural development dynamic. These include the small number and size of "alternative" producers in both locales, with most still locked into industrial forms of production; the restrictive influence of bureaucracy; the shortfall of key intermediaries in both regions' food chains; and the poor provision of key physical infrastructures (e.g. roads, railway and telecommunications). The Delphi method also reveals how expert opinions about rural development in LRRs are contingent and contested, with contradictions emerging within, as well as between, rounds.

_____. (2005).  Income of U.S. Workforce Projected to Decline if Education Doesn't Improve. Policy Alert  [National Center for Public Policy and Higher Education] 

Americans are generally aware of educational disparities between whites and other racial/ethnic populations in society. Far less understood, however, are the negative social and economic consequences that U.S. residents are likely to experience if current population shifts and disparities in educational levels continue over the next two decades. The fact that significant numbers of minority populations are concentrated in a small number of states and often in urban areas--highlights the importance of a few key geographic areas addressing higher education inequality among specific racial/ethnic groups. However, because many smaller states have relatively high proportions of minorities, the ability of all states to address the educational needs of their minority populations is critical for creating a better-educated workforce, increasing the earning power of their residents, and remaining competitive with other states and countries. Education is one of the most effective interventions for improving social and economic future--for individuals, communities, states, and the country as a whole. Given the changing nature of the global marketplace, the high school diploma is no longer sufficient for individuals seeking good jobs, nor for communities building a vibrant economy. Addressing inequalities in higher education opportunity will require persistent and meaningful efforts by states in order to put in place the policies and resources to advance the education of all their residents.  | [FULL TEXT]

_____. (2005).  Increasing Accessibility to Advanced Education for Under-Represented Albertans. A Discussion Document  [Online Submission] 

In 2005, Alberta's Minister of Advanced Education initiated a comprehensive exercise to establish a new vision for the province's advanced education system. Through the A Learning Alberta initiative, a revised vision and new policy outcomes for Alberta's advanced education system will be articulated. A key question of A Learning Alberta is how to ensure that opportunities are available to every Albertan to advance their education - to maximize their own potential as well as to contribute to their communities and the continued prosperity of the province now and in the future. To explore the issues impacting accessibility, information was gathered on policies and programs, and recent research and consultation reports were reviewed. This paper discusses the multidimensional nature of access; describes learning pathways for youth; summarizes the advanced education system with a focus on foundation skills and basic upgrading; outlines the challenges faced by specific populations; suggests opportunities for increasing accessibility; and concludes with key questions for stakeholders. This paper on accessibility is complemented by a number of other discussion papers including Ensuring affordability, Investing in Alberta's advanced education system, and Advanced education in rural Alberta. [This report was produced by Alberta Advanced Education.] | [FULL TEXT]

Inchani, Lisa R.; Lai, Dejian (2008).  Association of Educational Level and Child Sex Ratio in Rural and Urban India  Social Indicators Research, 86, 1. 

Utilizing data from the Census of India, this study compared child sex ratio in rural and urban regions of India and analyzed whether the child sex ratio was associated with mother's education level. The child sex ratios in the rural and urban regions throughout India were analyzed using the two-sample and paired Student's t-test. Further, the Chi-square test for trend in binomial proportions was used to assess the association between child sex ratios and mother's education levels in rural and urban areas. Analysis of the data showed that there was a significant difference between the child sex ratios in rural areas versus urban areas. In addition, the Chi-square test for trend showed that there was a significant association of the child sex ratio and the educational levels of their mothers. This trend occurred in both rural and urban areas.

_____. (2005).  Indian Child Welfare Act: Existing Information on Implementation Issues Could Be Used to Target Guidance and Assistance to States. GAO-05-290  [US Government Accountability Office] 

The Indian Child Welfare Act (ICWA ) created important protections to prevent state child welfare agencies and courts from inappropriately separating American Indian children from their families. This report describes (1) the factors that influence placement decisions for children subject to ICWA; (2) the extent to which, if any, placements for children subject to ICWA have been delayed; and (3) federal versight of states' implementation of ICWA. Contain 15 tables and 19 figures. Appendix 1 contains scope and methodology. | [FULL TEXT]

_____. (2005).  Indian Education Technology Plan, 2004-2009  [US Department of the Interior] 

The purpose of this Technology Plan is to address the issues associated with maintaining a strong and effective education program within Indian Country. Given the variety of education approaches coupled with divergent tools and the new demands placed on the infrastructure necessary to positively impact the children of Indian Country, the Bureau of Indian Affairs, Office of Indian Education Programs (BIA/OIEP) and the Indian Affairs, Office of the Chief Information Officer (OCIO) combined efforts to develop this plan. The Indian Education Technology Plan focuses on implementing a common technology platform utilizing a broad range of data and voice network technologies that are capable of supporting the educational technology initiatives associated with Indian Country. This plan will adhere to the standards set forth by Indian Affairs (IA) and utilize technologies contained in the IA Technical Reference Model (TRM). This document articulates a strategy to support the educational goals of the OIEP through the alignment of an executable technology plan incorporating state-of-the-art technology and employing the best available practices. This technology plan is aligned with the OIEP's educational vision and goals to ensure that the technologies support student and faculty needs, as well as permit and encourage student development in the use of these technologies. Given the dynamics of the educational environment and the ever-changing needs of the Native American communities, this Technology Plan will be reviewed and updated on an annual basis.  | [FULL TEXT]

Ingels, Steven J.; Pratt, Daniel J.; Rogers, James E.; Siegel, Peter H.; Stutts, Ellen S. (2004).  Education Longitudinal Study of 2002: Base Year Data File User's Manual. NCES 2004-405  [National Center for Education Statistics] 

This manual has been produced to familiarize data users with the procedures followed for data collection and processing for the base year of the Education Longitudinal Study of 2002 (ELS:2002). It also provides the necessary documentation for use of the public-use data files, as they appear on the ELS:2002 base year Electronic Codebook (ECB). Most social scientists and policy analysts should find the data set organized and equipped in a manner that facilitates straightforward production of statistical summaries and analyses. This manual provides extensive documentation of the content of the data files and how to access and manipulate them. Chapter 1 serves as an introduction to ELS:2002. It includes an overview and history of the National Center for Education Statistics (NCES) program of longitudinal high school cohorts, summarizes the ELS:2002 objectives, and supplies an overview of the base year and longitudinal study design. Chapter 2 describes the data collection instruments, including both the development and content of the student, parent, school administrator, teacher, and library media center questionnaires, as well as the student assessments in reading and mathematics, and the facilities checklist. The sample design and weighting procedures used in the base year study are documented in chapter 3, as are weights, imputation, and the calculation of design effects. Data collection schedules, training, procedures, and results are presented in chapter 4. Chapter 5 describes data preparation and processing, including the receipt control system, optical scanning, machine editing, and data file preparation. Chapter 6 describes the contents of the data files, including the data structure and analysis populations. The appendices include, among other topics, an introduction to the public-use ECB (appendix A); the ELS:2002 questionnaires (appendix B); a glossary of special terms used in the ELS:2002 documentation (appendix E), and a crosswalk to the National EducationThis manual has been produced to familiarize data users with the procedures followed for data collection and processing for the base year of the Education Longitudinal Study of 2002 (ELS:2002). It also provides the necessary documentation for use of the public-use data files, as they appear on the ELS:2002 base year Electronic Codebook (ECB). Most social scientists and policy analysts should find the data set organized and equipped in a manner that facilitates straightforward production of statistical summaries and analyses. This manual provides extensive documentation of the content of the data files and how to access and manipulate them. Chapter 1 serves as an introduction to ELS:2002. It includes an overview and history of the National Center for Education Statistics (NCES) program of longitudinal high school cohorts, summarizes the ELS:2002 objectives, and supplies an overview of the base year and longitudinal study design. Chapter 2 describes the data collection instruments, including both the development and content of the student, parent, school administrator, teacher, and library media center questionnaires, as well as the student assessments in reading and mathematics, and the facilities checklist. The sample design and weighting procedures used in the base year study are documented in chapter 3, as are weights, imputation, and the calculation of design effects. Data collection schedules, training, procedures, and results are presented in chapter 4. Chapter 5 describes data preparation and processing, including the receipt control system, optical scanning, machine editing, and data file preparation. Chapter 6 describes the contents of the data files, including the data structure and analysis populations. The appendices include, among other topics, an introduction to the public-use ECB (appendix A); the ELS:2002 questionnaires (appendix B); a glossary of special terms used in the ELS:2002 documentation (appendix E), and a crosswalk to the National Education | [FULL TEXT]

Ingwalson, Gail; Thompson, James, Jr. (2007).  A Tale of Two First-Year Teachers: One Likely to Continue, One Likely to Drop Out  Middle School Journal, 39, 2. 

This comparative study explores the experience of two first-year teachers in starkly different school systems, one in a small city on the northern plains and the other in a Midwest urban community. Using this comparative method, the authors looked at the similarities and differences of two different educational settings to collect data regarding the practices that best support first-year teachers. The individuals in this study are brothers, and both were employed as first-year teachers in middle school settings. Josh is an eighth grade social studies teacher in a small midwestern city with a population under 80,000, and Dan is a seventh grade English teacher employed in a large district in a Midwest metropolitan area of approximately 3 million. Josh observed the different experiences, strategies, and attitudes that existed over a three-day site visit at his brother's urban middle school. During this visit, he interviewed his brother regarding specific elements of support, as well as structural and conceptual approaches of the Midwest middle school. He also conducted several situational (informal) interviews with Dan's peers. | [FULL TEXT]

Inoue, Kazuo; Matsumoto, Masatoshi; Sawada, Tsutomu (2007).  Evaluation of a Medical School for Rural Doctors  Journal of Rural Health, 23, 2. 

Context: Jichi Medical School (JMS) is the first and only medical school in Japan that was founded exclusively to graduate/prepare rural doctors. Purpose: To evaluate the long-term effect of JMS on the nationwide distribution of doctors. Methods: Data from the Japanese population census of 1995 and from the Japanese physician census of 1994 were combined for use in this study. We extracted the JMS graduates from the physician census and compared the distribution of JMS graduates to that of non-JMS graduates. JMS graduates have an obligation to work in rural areas for 9 years after graduation. Therefore, we divided them into those doctors who were either "under rural duty" or "after rural duty." Findings: JMS graduates were more likely than non-JMS physicians to practice in rural municipalities. The percentage of JMS graduates practicing under rural duty in communities meeting at least 1 of 4 possible criteria for being considered rural was 2.7 times greater than the percentage of non-JMS graduates in such communities. The percentage of JMS graduates practicing after rural duty in communities meeting at least 1 rural criterion was 2 times that of non-JMS graduates. The JMS graduates accounted for only 0.7% of all the physicians in Japan. However, they accounted for 4.2%, 1.5%, 1.8%, and 3.0% of the physicians in small population, remote, mountain, and medically underserved municipalities, respectively. Conclusions: The goal of JMS to produce rural doctors in Japan has made an impact on doctor distribution nationwide.

_____. (2006).  Investing in the Improvement of Mathematics and Science Education in Rural Appalachia: Ten Years of ARSI and Its Accomplishments  [Inverness Research Associates] 

This report provides the reader with a summary of the rationale, design strategies, and major accomplishments of the Appalachian Rural Systemic Initiative (ARSI). Drawing upon both the data collected directly in Appalachia by Inverness Research Associates, as well as knowledge gained by working with many other rural initiatives, this summary report is intended to place ARSI in a broader perspective. The report will help the reader understand the ways in which the investment in ARSI has helped to provide the foundation for the ongoing improvement of mathematics and science education in the Appalachian region, and to illuminate implications for future work in other rural regions.

Isaac, E. Paulette; Boyer, Patricia G. (2007).  Voices of Urban and Rural Community College Minority Faculty: Satisfaction and Opinions  Community College Journal of Research and Practice, 31, 5. 

Due to limited knowledge about faculty at community colleges, not much attention has been given to their job satisfaction and opinions. In particular, there is a gap in the literature relative to community college minority faculty's satisfaction in rural and urban areas. Thus, the purpose of this study was to explore minority faculty's satisfaction and opinions regarding faculty issues such as benefits, job satisfaction overall, and faculty workload. Descriptive statistics were used to analyze the data along with analysis of variance to determine if there are significant mean differences among the various geographical settings. The National Study of Postsecondary Faculty 1999 database was utilized for this study. The findings of this research revealed more similarities than differences between urban and rural minority community college faculty about their satisfaction and opinions.

Isbell, Daniel (2005).  Music Education in Rural Areas: A Few Keys to Success  Music Educators Journal, 92, 2. 

Community dynamics play a major role in determining the duties of music educators. What music educators do each day can vary greatly depending on their location. A middle school band director's job description in suburban New York is likely to look nothing like that of a music educator in rural Iowa. There is a substantial lack of literature to help teachers who choose to work in rural schools. This is surprising, since two-thirds of all public schools in this country are, by some definitions, considered rural and are responsible for educating one-quarter to one-third of all school-age children. Insufficient resources, geographic isolation from other music teachers, and other specific challenges of a rural setting can overwhelm even the most experienced music teacher. Low enrollment can place strains on the performance abilities of instrumental and choral groups and force rural teachers to be creative with instrumentation, repertoire choices, and scheduling conflicts. While the above conditions certainly do not apply to all rural locations, they are common. The presence of one or more of these situations requires a music teacher with immense talents and creativity, not to mention a strong sense of humor. Rather than lamenting these difficult conditions, effective rural music teachers find ways to make small-town life work in their favor which are being discussed here.

Isernhagen, Jody; Harris, Sandra (2004).  A Comparison of Bullying in Four Rural Middle and High Schools  Rural Educator, 25, 3. 

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 less than 0.05) 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.  | [FULL TEXT]

Isupova, Ol'ga Genrikhovna (2004).  The Relinquishment of Newborns and Women's Reproductive Rights  Russian Education & Society, 46, 4. 

This article is about the relinquishment of newborns and women's reproductive rights. This article is based on a survey of factors that cause a woman to give up her newborn child, in the context of other events and circumstances in her life; the method of qualitative interviews was used in the cities of Moscow, Nizhnii Novgorod, Samara and Samara Oblast, and Syktyvkar. Interviews were also conducted with a control group of women in similar circumstances who had not given up their children. The purpose of the survey was to study just how the combined effects of societal, cultural, and individual aspects are manifested in cases of "rejection of motherhood," to determine the social and economic conditions of the lives of "otkaznitsy," the opportunities that were opened or closed to them in connection with becoming mothers, and the context in which they decided to give up their newborn child. The objective was also to compare the situations in provincial cities and in Moscow. In addition, the intent was to study the reproductive attitudes of Russian women today, by comparing "otkaznitsy" with other mothers living in similar circumstances.

Iwahashi, Roki (2007).  A Theoretical Assessment of Regional Development Effects on the Demand for General Education  Economics of Education Review, 26, 3. 

This study addresses a prospective aspect of general education: through general education, people obtain information about returns to their future specific education, thereby enabling them to choose fields in which they excel. According to that property of education, this paper presents a theoretical framework as a basis for understanding effects of regional development on the demand for general education. Results suggest that the demand for general education depends on the variety of specific skills in the regional labor market.