Rural Education | J

Jackson, Peter; Ward, Neil; Russell, Polly (2006).  Mobilising the Commodity Chain Concept in the Politics of Food and Farming  Journal of Rural Studies, 22, 2. 

Focusing on the concept of "commodity chains" within the food industry, this paper analyses the term's widespread and variable usage in both academic and policy-orientated work. Despite recent criticisms, the concept has retained its popular appeal alongside competing metaphors such as networks, circuits and assemblages. Examining the concept in more detail demonstrates a range of diverse and inconsistent definitions such that "commodity chains" are in danger of becoming, in Andrew Sayer's terminology, a chaotic conception. The paper pursues Sayer's suggestion of making such conceptions the object of academic study where the proliferation of diverse uses may throw light on the political interests of those who mobilise the term in different ways. The argument is illustrated with case studies from the UK Government's Department for Environment, Food and Rural Affairs, the Countryside Agency (a statutory body) and Sustain (a campaigning group). The analysis draws on secondary sources and on interviews with representatives of these agencies. The paper concludes that the different mobilisations of the concept by these agencies provide valuable insights into the politics of food and farming in contemporary Britain. Specifically, we argue that the concept objectifies social relations, fore-grounding certain (technical and economic) features and back-grounding other (social and environmental) issues.

Jacobs, Don Trent (2003).  Shifting Attention from "Discipline Problems" to "Virtue Awareness" in American Indian and Alaska Native Education. ERIC Digest. 

To decrease negative behaviors in American Indian/Alaska Native students, teachers should help children understand, care about, and act upon core virtues such as courage, generosity, humility, honesty, fortitude, and patience. Integrating core virtues throughout the curriculum through stories, class discussions, role-playing, and critical evaluation about why virtues are important for harmonious relationships is natural to Native ways of learning. Nature is also conducive to understanding core virtues among Native students. When children understand how virtues play into all subjects and learning processes, they begin to comprehend the reciprocal relationships that surround them. When Native children are not required to renounce their cultural heritage, school achievement improves markedly. Native families that value the spiritual aspects of traditions bring the core virtues to life. When families are impaired, a sense of family can be created in the school. Native American methods of child management are one of the most effective systems of positive discipline ever developed. Perhaps, with new priorities in teaching and learning, it can work again. | [FULL TEXT]

Jacobs, Don Trent (2003).  How Schools Can Help Heal American Indian and Alaska Native Communities. ERIC Digest. 

Historical trauma may be a significant cause of the well-documented disparities between the health of American Indians and the general population. The inability to resolve past injustices against American Indians may continue to have health consequences as long as this history continues to repeat itself. Schools can play a role in healing American Indian communities. A focus on traditional Native dispositions of respect, upholding promises, kindness, peacefulness, courage, and moderation will help Native communities regain their traditional role as protectors of the Earth. Work skills are also important, but they should be taught in concert with cultural values and in terms of sustainable economic goals for the community. Schools need to treat children as respected, sacred beings, a traditional imperative in Native cultures. Children then will feel significant. Schools can become venues for community adults to teach traditional knowledge, thus ending alienation caused by eurocentric curricula. The sharing of Native perspectives and observation skills in school can validate Native wisdom so that Native communities become more confident in following traditional paths toward wellness. | [FULL TEXT]

Jacobs, Don Trent; Reyhner, Jon (2002).  Preparing Teachers To Support American Indian and Alaska Native Student Success and Cultural Heritage. ERIC Digest. 

This digest briefly summarizes the literature on preparing educators to promote the success of American Indian and Alaska Native (AI/AN) students. Success in Native terms means not only academic achievement but also the development of the whole person. Spirituality and reciprocity (giving back to others) are vital to Indian learning. Teachers must be prepared to present European American paradigms such that they can coexist with Native world views about life's complex interconnections between people and nature. Place-based education can help students connect with their local community and geography. It is critical that teachers of AI/AN children work with students' extended families to enlist their support for literacy and academic achievement; reinforce their efforts to pass on their culture; and help their children develop a strong and resilient identity. Community partnerships can provide much-needed support as well as AI/AN role models who demonstrate the achievement of educational success without cultural loss. Teaching styles common in American schools often fail to meet the needs of AI/AN students. Generally, books on Indian education call for teacher preparation that leads to a constructivist and experiential approach centered on the community and environment. Recommendations for research-based content of specialized AI/AN teacher training programs are listed. | [FULL TEXT]

Jacobson, Linda (2007).  Districts Make Strides with Common Vision  Education Week, 26, 21. 

Springboard Schools, originally called the Bay Area School Reform Collaborative, were founded in 1995 in response to the Annenberg Challenge--a five-year effort to improve nine urban school districts financed by the philanthropist, ambassador, and publisher Walter H. Annenberg. In 2003, the group, headed by Executive Director Merrill Vargo, decided that to continue its work addressing achievement gaps in schools with large percentages of students deemed at risk of academic failure, it would need to look outside the San Francisco area. Now it works in some of the most rural school districts in California. The organization, using on-site "coaches," works in urban, suburban, and rural districts with a philosophy that school reform doesn't take hold unless district leaders are involved and supportive. Springboard Schools in two rural school systems in California's Central Valley, the Kings Canyon Unified School District and the Exeter Union Elementary School District, are described in this article.

Jacobson, Linda (2007).  Teach for America Setting Sights on Pre-K  Education Week, 26 n23 p1, 16 Feb 2007. 

With the growing demand for early childhood teachers, Teach For America (TFA) is helping college graduates become early childhood educators. This article reports how TFA trains college graduates to be prepared for the demands of early childhood classrooms. TFA, which was founded in 1990 by then-college student Wendy Kopp, has prepared 17,000 teachers through a program that includes an intensive summer training course and four weeks of student teaching. TFA occasionally has had its recruits assigned to prekindergarten in the past, but last summer was the first time the organization specifically trained recruits to work in public pre-K classrooms. The early-childhood initiative adds a dimension to a program that has drawn criticism from some in the more traditional teacher-training community, who question the wisdom of assigning young recruits without extensive educational training to teach urban and rural students who need the most help.

Jaffee, Daniel; Kloppenburg, Jack R.; Monroy, Mario B. (2004).  Bringing the "Moral Charge" Home: Fair Trade within the North and within the South  Rural Sociology, 69, 2. 

Fair trade is typically understood as an alternative market system that aims to right historically inequitable terms of trade between the geopolitical North and South and foster more direct producer/consumer linkages. We suggest that a more expansive application of the term "fair trade" to encompass agro-food initiatives within the North and South has considerable analytic and practical utility. We profile five such initiatives in the United States and two in Mexico. The U. S. undertakings are best understood as "proto-" fair trade projects that frame their work principally as an effort to preserve "family farming" rather than as an exercise to achieve fairness in the marketplace. The Mexican initiatives more explicitly embrace the certification-criteria-labeling model of international fair trade. Both, we conclude, hold potential to harness fair trade's "moral charge" to improve conditions for small producers and laborers in North and South experiencing most directly the negative effects of economic globalization.

James, Linda E.; Laatsch, Shawn; Bosse, Michael J. Boss; Rider, Robin; Lee, Tammy; Anderson, Cynthia J. (2006).  Science Center Partnership: Outreach to Students and Teachers  Rural Educator, 28, 1. 

A university, medical school, and science center along with numerous K-12 public schools, university departments, local businesses, funded grant projects, and federal, state and private grants all work in concert to produce a unique partnership focusing on outreach to public school teachers and students. This article shares the history, work, vision, and future expectations of this partnership and proposes this model as one which can be replicated elsewhere.  | [FULL TEXT]

James, Mary (2006).  Balancing Rigour and Responsiveness in a Shifting Context: Meeting the Challenges of Educational Research  Research Papers in Education, 21, 4. 

"Learning how to learn--in classrooms, schools and networks" (LHTL) was a major school based development and research project within the ESRC Teaching and Learning Research Programme. As such it was expected to work towards fulfilment of TLRP aims to work for improvement in learning outcomes, in authentic learning and teaching contexts, using multidisciplinary approaches and enhancing research capacity whilst making fundamental contributions to knowledge and, at the same time, working in partnership with users to achieve impact on policy and practice. These were ambitious goals. This article describes how the LHTL project confronted these challenges and what was learned as a result. The benefit of finding ways to build the social capital of educational research and to promote collective, open and reflective debate with user communities was, in the end, felt to outweigh the considerable costs.

Jancek, Richard L. (2001).  Virtual Learning Is Becoming Reality. 

Once a school district decides to offer students virtual classes, it has to recognize the costs associated with the implementation, the logistical needs, the staff that will be needed to assist students, and the maintenance of the technology. Adapting the philosophy of virtual education is only the beginning. The role of the traditional teacher and the classroom changes drastically in concert with the role of virtual learning and technology applications. One of the greatest challenges to implementing a virtual high school is training high school teachers who have experienced only traditional, face-to-face teaching, to become virtual educators. The new breed of schools use email, online chat rooms, Internet resources and archived resources to teach students. Virtual classes are offered to meet the needs of junior high, high school, college, and continual learning students. The instructional medium is particularly effective for four types of courses: advanced courses; innovative core academic courses that maximize the use of technology; courses for language minorities; and technical courses. Examples of the state and uses of virtual learning in schools and universities are given, with discussion including the technology, Internet connectivity, course credits, costs, special education, rural education, advantages, challenges and obstacles and future prospects. | [FULL TEXT]

Janczewski, Colleen; Dutch, Nicole; Wang, Kathleen (2008).  Crafting the "Greenbook": Framers Reflect on the Vision, Process, and Lessons Learned  Journal of Interpersonal Violence, 23, 7. 

Guided by research and the experiences of judges nationwide, the National Council of Juvenile and Family Court Judges made a commitment in 1998 to improve community response to families experiencing domestic violence and child maltreatment. A year later, the council's work culminated in a set of recommendations commonly called the "Greenbook," which summoned child welfare agencies, domestic violence service providers, and dependency courts to implement internal changes and collaborate to address co-occurring domestic violence and child maltreatment. In 2000, the federal government funded six community-based demonstration programs to implement the "Greenbook" recommendations. As part of the evaluation of the "Greenbook" initiative, the evaluation team asked the national experts who helped frame the "Greenbook" to reflect on the processes used and the decisions that shaped the document. In addition, the experts were asked to describe their expectations for the systems and communities that implemented the recommendations, including anticipated challenges.

Jarosz, Lucy (2008).  The City in the Country: Growing Alternative Food Networks in Metropolitan Areas  Journal of Rural Studies, 24, 3. 

Alternative food networks (AFNs) are commonly defined by attributes such as the spatial proximity between farmers and consumers, the existence of retail venues such as farmers markets, community supported agriculture (CSA) and a commitment to sustainable food production and consumption. Focusing upon processes rather than attributes, this paper identifies two place-based processes that both promote and constrain the emergence and development of AFNs. Urbanization and rural restructuring are critical to the development of AFNs. AFNs are not a "thing" to be described, but rather emerge from political, cultural and historical processes. The interactions of urbanization and rural restructuring produce AFNs that are differentiated and marked by uneven development that does not necessarily support all farmers participating in the network. This indicates both the fragility and the dynamism inherent in AFNs that are tied to metropolitan development and change. Paradoxically, increasing urban demand for seasonal, and organic produce grown "close to home" and the processes of rural restructuring which emphasize small-scale sustainable family farming and its direct food linkages to cities do not necessarily enable all farmers to consistently make a living from season to season. Evidence for these claims comes from an in-depth, qualitative case study reliant upon participant observation, in-depth interviews and draws from a statewide farmer survey and a regional consumer survey in Washington State.

Jarzabkowski, Lucy (2003).  Teacher Collegiality in a Remote Australian School  Journal of Research in Rural Education, 18, 3. 

Teachers' lives and teachers' work remain important areas of educational research today, particularly given the influence of school-based management and the significance of shared leadership in schools. Almost nowhere do the two research fields intersect more closely than in the remote school setting, where teacher turnover is high and the recruitment of experienced teachers is difficult. This article investigates the realities of teachers living and working together in a small school located in a remote, northern Australian, Aboriginal community. It highlights environmental conditions that can be challenging for teachers, both new and recent graduates and those with experience. The research draws attention to collegial community building in a geographically remote location, particularly the development of material and emotional support systems, as a means of managing some of these challenges.

Jaya, N.; Malar, G. (2003).  Typical School Day Experiences of Indian Children in Different Contexts.  Childhood Education, 79, 2. 

Notes that India has experienced conditions that have lead to significant illiteracy, but that commitment to education can be found in lesser-known parts of India today. Profiles three schools in Tamil Nadu and describes a typical school day for a student with special needs, a student in a tribal setting, and a student in a rural setting.

Jaycox, Rebecca (2001).  Rural Home Schooling and Place-Based Education. ERIC Digest. 

Place-based education, which draws from local culture, history, and geography to create a meaningful curriculum, holds particular promise for rural homeschooling. Following a brief review of the homeschooling phenomenon, this digest identifies ways that rural place-based education can counter common concerns about homeschooling. In 1999 about 1.7 percent of U.S. school children (2.2 percent in rural areas) were schooled at home because of parents' educational, religious, or social attitudes or beliefs. The flexibility inherent in homeschooling allows an individualized approach to instruction and curriculum that capitalizes on student interests and community learning opportunities. Most homeschooling parents design their own curriculum. A major criticism of homeschooling is the social isolation of the student. Place-based education can address socialization issues by immersing children in the daily routines of their communities, exposing them to local behavior norms and belief systems, and showing them how one functions as a contributing member of society. Criticisms of the methods and materials of homeschooling can be countered by a place-based approach that integrates separate disciplines and subject matter with home and community projects. Student interests combine with daily living activities and practical experience in various interconnected subjects to provide both practical and academic knowledge. Several examples of rural community-based education are given, and rural community resources are discussed. | [FULL TEXT]

Jean-Marie, Gaetane; Moore, George W. (2004).  The Highly Qualified Teacher: Implications and Recommendations for Rural School Districts  Teacher Education and Practice, 17, 2. 

A long-standing problem for rural school districts is recruiting and retaining quality teachers for their classrooms. The lack of resources, low salary and incentives, and personal and professional isolation are some reasons why fewer good teachers choose to work in rural schools. In order to address the challenges facing rural schools, states and school districts must focus attention on various approaches to overcome rural problems. In this article, teacher quality issues (e.g., recruitment, retention, and ongoing support and development for teachers) in rural areas in relation to No Child Left Behind are closely examined.

Jeffries, Rhonda B.; Hollowell, Mary; Powell, Tamara (2004).  Urban American Indian Students in a Nonpuitive Alternative High School  American Secondary Education, 32, 2. 

This article is based on participant observation, review of documents such as curriculum materials, and interviews with participants associated with Spotted Eagle Alternative High School in Milwaukee, Wisconsin. The school was founded to combat the high dropout rate of American Indian students from mainstream secondary settings and offers a last chance for high school graduation. Approximately half of its students are American Indian, while the remaining students are African American, White, and Latino. Eighty percent of seniors graduate each year. The article highlights values and attitudes that predominate at Spotted Eagle. It also demonstrates how the school fulfills criteria for a quality nonpunitive alternative education.

Jeffs, Tara; Morrison, William F. (2005).  Special Education Technology Addressing Diversity: A Synthesis of the Literature  Journal of Special Education Technology, 20, 4. 

With the increasing complexity of schools and society, there is great need for expanded understanding of the many dimensions of diversity within the field of assistive technology (AT). The question that lies before us is how has diversity been examined in AT research and literature? Following a research synthesis method similar to Summers (1985) and Edyburn (2000, 2001, 2002, 2003, 2004) the purpose of this study was threefold: (a) first, to conduct a literature review of scholarly publications in the area of AT that focused on the diversity dimensions of family, rural, culture, race, or gender between the years of 2000 and 2004, (b) second, to identify to what extent literature scatter was present or absent in this literature review, and (c) third, to answer the question "What have we learned?" Using study criteria, 19 articles scattered across 12 peer-reviewed journals were identified and classified under five categories: family, rural, culture, race, and gender. Implications for practitioners and the field of AT are discussed.

Jenkins, Chris (2007).  Considering the Community: How One Rural Superintendent Perceives Community Values and Their Effect on Decision-Making  Rural Educator, 28, 3. 

In rural Oklahoma, the role of the superintendent is often vastly different than that of superintendents in large cities. The superintendent is the leader of the school district, which is typically the community's largest employer. There are a few examples of superintendents who embrace this sometimes overwhelming responsibility and who are often seen as pillars of ethics, leadership and morality in the community. Dale Carter is one example of this type of superintendent. Mr. Carter has been employed by Kenawee Public Schools since 1969. During his tenure he has been a teacher, coach, principal and superintendent. This case study will examine how Carter has considered community values when making decisions and how the integration of those values along with his personal and professional values have allowed him to lead a rural school district. | [FULL TEXT]

Jennings, Nancy; Swidler, Steve; Koliba, Christopher (2005).  Place-Based Education in the Standards-Based Reform Era--Conflict or Complement?  American Journal of Education, 112, 1. 

In this article we discuss the relationship between place-based education and standards-based reforms. Using an initiative in Vermont to include place-based standards into the state's curricular frameworks, we examine state policy makers' and practitioners' views of state standards and place-based curriculum. Furthermore, we explore the ways in which the practitioners view the impact of both of these curricular efforts on their classroom practices. We challenge the common view of incompatibility between state standards and locally responsive curriculum and offer instead a view of complementarity.

Jensen, Mary Cihak; Churchill, Lisa; Davis, Teresa (2001).  Finding and Keeping the Best: A Rural Regional Partnership for Recruiting and Retaining Teachers for Children with High-Incidence Disabilities. Final Performance Report, December 1, 1998 through December 31, 2001. 

This final report describes activities and achievements of a 3-year project using a public school and university partnership structure to jointly recruit, select, train, certify, and retain special educators in a high poverty rural service region of Northeastern California. Emphasis was on improvement of educational services for pupils with high incidence disabilities and their families by addressing the critical need for both quantity and quality of personnel through an innovative "on-the-job" preservice training program. Activities, accomplishments, and outcomes are detailed for each of the following five project objectives: (1) reduce shortage of qualified teachers; (2) attract and select best candidates; (3) provide accessible structure; (4) prepare effective rural teachers; and (5) fashion support structure for teacher assistance and retention. Program evaluation results based on the Government Performance and Results Act objectives are reported, noting consistent differences between student and administrator ratings. | [FULL TEXT]

Jeris, Laurel; Gajanayake, Jaya; Ismail, Jesima; Ebert, Seela; Peris, Amara; Wanasundara, Leelangi; Diyadawagamage, Nalika (2006).  Grassroots Empowerment of Women: Portraits of Four Villages in Sri Lanka  Convergence, 39, 1. 

This paper describes a participatory research (PR) project encompassing a capacity-development programme and advocacy skill-building initiative for rural women. The project actively engaged four prominent women's non-governmental organisations (NGOs) in Sri Lanka: Agromart Foundation, Centre for Women's Research (CENWOR), Sarvodaya Women's Movement, and the Muslim Women's Research and Action Forum (MWRAF) in partnership with the resources of three units at Northern Illinois University in the United States with extensive field experience in university-NGO collaboration: the International Programs Division, the Adult and Higher Education Graduate Programmes, and University Resources for Women. The initial major goal of the grant project, titled "Grassroots Organizing by Women" or GROW, funded by the US Department of State, Office of Citizen Exchanges, was to stimulate and build the capacities of the leaders of four selected women's NGOs in Sri Lanka to face new challenges and opportunities for strengthening women's participation in grassroots democracy within the context of a multi-ethnic society. Within two months of the inauguration of the project, the four NGO partners developed an implementation structure through which each organisation focused its energies on a single rural "model village". In each case, the NGO partner selected a village in which basic survival needs remained largely unmet. One of the four villages includes Sinhala, Tamil and Muslim residents, one includes primarily Tamil and Muslim residents, and the other two villages are home to only the Sinhala majority. The foundation for the project that is described in this paper began in July 2002 with a two-year grant and has continued through a second two-year grant that builds on the work of the first.

Jester, Timothy E. (2005).  Transfer of Standards-Based Education in Rural Alaska: An Analysis of the Politics of Educational Transfer in the Tikishla School District  Teachers College Record, 107, 4. 

This article examines the politics of educational transfer in a rural Alaskan school district with schools in two Alaska Native villages and one non-Native community. The author examines why and how the district imported standards-based education. While the district presented its reform as a rational, consensus-driven policy process, this conventional version of the reform was disrupted by the superintendent's utilization of political strategies that promoted his personal agenda.

Jian, Shen (2004).  Problems and Countermeasures Facing "Green School" Creation  Chinese Education & Society, 37, 3. 

The State Environmental Protection Administration (SEPA) of China, the Department of Communications of the Chinese Communist Party, and the State Education Commission jointly released the "Outline of Environment Education Activities in China (1996-2010)" in 1996. This outline clearly stipulates the "gradual creation of 'green schools' in China by 2000." In this article, the author discusses the problems and countermeasures facing "green school" creation. The problems encountered in the creation of "green schools" include: (1) bound by outdated concept; (2) pressure from examinations for higher education; (3) funding shortfalls and outdated facilities; and (4) lack of qualified teachers. The countermeasures are as follows: (1) changing of concept, raising awareness, and unifying of thinking; (2) change educational thinking and mode of teaching; (3) change management mode; (4) set the curricula and prepare teaching materials; (5) build a team of highly qualified teachers; and (6) society and media attention. Among other things, the author discusses the blueprint for an ideal "green school".

Jimerson, Lorna (2004).  The Devil is in the Details:Rural-Sensitive Best Practices for Accountability Under No Child Left Behind  [Rural School and Community Trust] 

The report has three sections. The first section is a chart that examines each of the 12 policy areas and describes its significance for rural schools. For each area, the most "rural-sensitive" position has been identified. The second section examines how each of these 12 policy areas is treated in the NCLB plan for 15 of the most "rural" states. The last section summarizes the findings of our investigation, discusses other areas of importance, and offers reflections about NCLB accountability in rural places. | [FULL TEXT]

Jimerson, Lorna (2004).  Teachers and Teaching Conditions in Rural Texas: Policy Brief  [Rural School and Community Trust] 

Over four milliion children go to public schools in Texas; of these, almost half a million (474,000) students attend school in rural areas. Thirty-six percent of rural Texas students are members of a minority group, 46% are poor, and more than 31,000 students in rural Texas do not speak English well. These are Texas-style large numbers that begin to reveal some of the challenges of ensuring that all students in Texas receive an excellent education. In a huge state like Texas, where more than 80% of the population lives in urban and suburban areas, it is easy for rural children to be neglected or discounted. It is important, therefore, to investigate the extent to which the needs of rural children are being met in Texas schools. Findings reveal significant deficiencies in offering an excellent education to rural students in Texas and in meeting their educational needs. Much of this report is focused on teachers in rural Texas. Though there are many other ingredients to successful educational reform strategies (for example, adequate facilities), research clearly reveals that effective, qualified teachers are the keystones to such efforts. Without competent teachers, all other efforts are insufficient. This portrait of rural teachers and teaching conditions in Texas reveals a number of areas of significant deficiencies for rural schools. With many high need students and lagging support, rural schools are required to do more with less. This is a disservice to rural students and staff. These deficiencies can and should be rectified. This will require thoughtful policies, and in many cases, financial support. These efforts are crucial, however the half million rural students in Texas should not be underserved or left behind. | [FULL TEXT]

Jimerson, Lorna (2005).  Placism in NCLB--How Rural Children Are Left behind  Equity and Excellence in Education, 38, 3. 

No Child Left Behind (NCLB) has been proclaimed by some as a reform that will improve education for students from all backgrounds, in all locations. The main components of NCLB, however, are biased against students in small and rural schools. This bias, called "placism," discriminates against people based on where they live. This rural incompatibility is evident in NCLB's accountability provisions, sanctions, and highly qualified teacher provisions. Problems in these areas are the result of ignoring, or distorting, the realities of rural schooling. The accountability provisions are constructed so that small schools will frequently be incorrectly labeled as failing. The sanctions, inappropriate for rural areas, fail to provide solutions to existing rural challenges. The "highly qualified" teacher provisions make it more difficult, not easier, for rural districts to attract and retain competent teachers. Unless these injustices are corrected, NCLB will serve to decrease educational quality for rural students.

Jimerson, Lorna (2005).  Special Challenges of the "No Child Left Behind" Act for Rural Schools and Districts  Rural Educator, 26, 3. 

Across the country, states are concentrating efforts to meet the requirements and the spirit of No Child Left Behind (NCLB). The implementation provisions and timelines are demanding and challenging for all districts. NCLB is particularly daunting, however, for rural and small districts. This paper outlines the characteristics of rural schools and districts that create special problems in implementing the legislation and summarizes the major challenges of the NCLB for these districts.  | [FULL TEXT]

Jimerson, Lorna (2006).  Breaking the Fall: Cushioning the Impact of Rural Declining Enrollment. Rural Trust Policy Brief Series on Rural Education  [Rural School and Community Trust] 

For those rural schools and communities across the country facing declining student enrollment, there are no easy answers. But there are steps policymakers and communities can take to help cushion the negative impact of declining enrollment on schools to ensure that "no child left behind" also means "no place left behind." This report details 20 policies that can help provide students in communities experiencing declining enrollment with a high quality education and also buy time for communities to rebound, improve, or adjust to changes in population and revenue. (Contain 10 endnotes.) | [FULL TEXT]

Jimerson, Lorna (2006).  The Hobbit Effect: Why Small Works in Public Schools. Rural Trust Policy Brief Series on Rural Education  [Rural School and Community Trust] 

Across the country, states are pushing to close their small rural schools with the mistaken hope of saving money, in spite of overwhelming evidence that smaller schools are beneficial for students, and that they frequently function as the glue that binds together small communities, serving as their economic and social hub. The battle is even more illogical, the author contends, when compared with the opposing trend in urban areas, where reform efforts concentrate on breaking down dysfunctionally large schools and forming new, smaller learning communities. To investigate why small works, this report examines current literature, looking for typical attributes of smaller schools that have a positive effect on student learning and well-being. Research indicates the following ten reasons for small schools' effectiveness: (1) There is greater participation in extra-curricular activities, and that is linked to academic success; (2) Small schools are safer; (3) Kids feel they belong; (4) Small class size allows more individualized instruction; (5) Good teaching methods are easier to implement; (6) Teachers feel better about their work; (7) Mixed-ability classes avoid condemning some students to low expectations; (8) Multiage classes promote personalized learning and encourage positive social interactions; (9) Smaller districts mean less bureaucracy; and (10) More grades in one school alleviate many problems of transitions to new schools.  | [FULL TEXT]

Jimerson, Lorna (2007).  Slow Motion: Traveling by School Bus in Consolidated Districts in West Virginia  [Rural School and Community Trust] 

Over the past several decades West Virginia has closed scores of small, locally-based schools (primarily high schools), as part of district-level consolidation. These consolidations have affected families and students in numerous ways. Most notably, students living in outlying towns are now required to travel much longer distances to reach centralized high schools. Community members have voiced concerns that very long bus rides take a toll on students, their schoolwork, and the degree to which they can participate in after-school activities. Since further consolidation is presently being proposed statewide, the current lack of solid data about the impact of consolidation is problematic. This research by the Rural School and Community Trust (Rural Trust) is an effort to fill in some of the gaps. It is organized around eight research questions: (1) How do students get to school?; (2) How long is the morning commute?; (3) How many students travel over the state guidelines?; (4) How is engagement in extra-curricular activities affected by consolidation status?; (5) travel time?; (6) mode of transportation; (7) very long bus rides?; and (8) How is consolidation related to students' aspirations to attend college? The following are appended: (1) County Demographics; (2) County Map of West Virginia; (3) Student Survey; and (4) Study Limitations.  | [FULL TEXT]

Joehl, Regan R. (2008).  "American Gothic" Revised: Positive Perceptions from a Young American Farmer  Journal of Natural Resources and Life Sciences Education, 37. 

Grant Wood's "American Gothic," intended to represent the Depression Era, Midwestern farmer, has been regarded by many as the stereotypical representation of a true American farmer for decades. While this painting does represent farmers in the early part of the 20th century, the author feels obliged to say that it is time to drop this stereotype and open one's eyes to the modern day farmer. In this essay, the author discusses the impact of this negative, outdated perception of farming to young college graduates, like him, who choose it as an occupation. He urges those who question the future of American agriculture or believe a modern day farmer is defined by "American Gothic" to change their negative attitude by looking into the eager eyes of a young farmer.

Joens-Matre, Roxane R.; Welk, Gregory J.; Calabro, Miguel A.; Russell, Daniel W.; Nicklay, Elizabeth; Hensley, Larry D. (2008).  Rural-Urban Differences in Physical Activity, Physical Fitness, and Overweight Prevalence of Children  Journal of Rural Health, 24, 1. 

Context: The increasing prevalence of overweight in youth has been well chronicled, but less is known about the unique patterns and risks that may exist in rural and urban environments. A better understanding of possible rural-urban differences in physical activity profiles may facilitate the development of more targeted physical activity interventions. Methods: Participants (1,687 boys; 1,729 girls) were recruited from fourth, fifth, and sixth grade classes in schools from urban areas, small cities, and rural areas. Multilevel modeling analysis was used to examine rural-urban differences in physical activity and prevalence of overweight. Physical activity was assessed by self-report and body mass index was calculated from measured height and weight. Findings: Prevalence of overweight was higher among rural children (25%; P less than 0.001) than children from urban areas (19%) and small cities (17%). Urban children were the least active overall (Cohens' d = -0.4), particularly around lunchtime while at school (d = -0.9 to -1.1). Children from small cities reported the highest levels of physical activity. Conclusions: The results of this study suggest there are rural-urban differences in children's prevalence of overweight and physical activity even within a fairly homogenous Midwestern state.

John, Lee Chi Kin; Jiayi, Wang (2005).  Using VCDs to Promote Rural Educational Development in China: A Case Study in the Tianshui Hilly Areas of Gansu  Open Learning, 20, 3. 

This case study is set in a remote rural area of China--the Tianshui area of Gansu Province. It examines a strategy involving the use of Video Compact Discs (VCDs) to enhance primary education in these areas. Firstly, the challenging context of Tianshui area is described. Secondly, strategies for promoting rural education using VCDs and the initial successful experiences of the project are discussed. Finally, the challenges and issues of concerns are highlighted.

Johns, Susan; Kilpatrick, Sue; Loechel, Barton; Prescott, Libby (2004).  Pathways from Rural Schools: Does School VET Make a Difference? Support Document  [National Centre for Vocational Education Research (NCVER)] 

This document was produced by the authors based on their research for the report "Pathways from Rural Schools: Does School VET Make a Difference?" [ED495178], and is an added resource for further information. The original report investigated the medium-term outcomes of vocational education and training (VET) programs delivered by rural schools. This support document contains the following sections: (1) Tables and Figures; (2) Acknowledgments; (3) Executive Summary; (4) Introduction; (5) Literature Review; (6) Methodology; (7) Results and Discussion; (8) Profile of Respondents and Perceptions of Senior School Years; (9) An Overview of the Responses of School VET Students; (10) Outcomes of Participation in School VET Programs: Education and Training; (11) Outcomes of Participation in School VET Programs: Employment; (12) Outcomes of School VET Programs for Rural Communities; (13) Conclusions and Implications; (14) References; and (15) Appendices. Appendices include: (1) Additional tables; (2) Summary of school VET systems by state; (3) Case studies; and (4) Survey.  | [FULL TEXT]

Johns, Susan; Kilpatrick, Sue; Mulford, Bill; Falk, Ian (2001).  Thinking outside the Box: A Remote VET in Schools Program Challenges Traditional Boundaries. 

A qualitative research approach was used to examine how one vocational education and training (VET) school in rural Australia contributed to its community and the complex role of leadership in the process. The study focused on the VET in Schools program in Cooktown in Far North Queensland. The following data collection activities were conducted: (1) semi-structured interviews with purposively selected students, school staff, parents and other community members, and representatives of industry and community groups; (2) researchers' observation; and (3) a review of written documentation. The initiative for the VET in Schools program came from two teachers at Cooktown State School who were concerned with the failure of the mainstream curriculum to cater to certain students. The program was developed through a school-community partnership that was formalized by formation of a management committee comprising representatives of all stakeholder groups in the community. The project has resulted in increased in student attendance and retention rates and has enabled students to identify their place in and value to the community. The program's success was attributed to a leadership process focusing on extensive consultation with stakeholders and a willingness to take risks by pushing traditional boundaries of government policy and practice. | [FULL TEXT]

Johns, Wendi; Peterson, Gina; Spivey, Lisa (2000).  An Investigation of Reading Comprehension at the Primary Level. 

This report describes a program that will improve reading comprehension. The targeted population consists of second grade students at a rural northwestern Illinois school. Evidence for the existence of reading problems included daily teacher observations, student reading surveys, and assessments that indicated the level of student reading comprehension. Analysis of probable cause data revealed that there is an absence of parental support, students have a negative attitude towards reading, and there is a lack of time for reading instruction. A review of professional literature, combined with an analysis of the problem setting, resulted in the selection of three categories of interventions: writing to develop the reading process, increasing reading comprehension through whole group instruction, small group instruction, self selected reading motivational book talks, teacher read alouds; the QAR questioning technique; and gaining background knowledge from an environment that is print rich. In review of the post intervention data the researchers found that there had been an increase in reading comprehension of the targeted second grade classes. Students showed improvement in their ability to retell and answer implicit and explicit questions. This was a result from an increased emphasis on writing skills, reading strategies, and changes in the reading environment. Contains 25 references and 8 tables of data. Appendixes contain a reading conference record, a survey instrument, a writing rubric, a take home book list, a list of 30 teacher read-aloud books, and a 37-item list of student book picks.  | [FULL TEXT]

Johnson, Amy Suzanne; Baker, Allison; Bruer, Laura (2007).  Interdependence, Garbage Dumping, and Feral Dogs: Exploring Three Lifeworld Resources of Young Children in a Rural School  Early Childhood Education Journal, 34, 6. 

In this article, we concentrate upon the lifeworld resources that comprise the funds of knowledge for children living in a rural community in the southeastern United States. Through interview conversations with a group of third grade children, we identified three lifeworld resources--interdependence, garbage dumping, and feral dogs--that rural teachers might draw on to generate curriculum that is connected to the community in which they teach. Through such connections rural teachers may increase the likelihood that they will remain teaching in rural schools.

Johnson, Caryl (2006).  U. S. Teachers Learn about Family Security in Ghana  Journal of Family and Consumer Sciences, 98, 2. 

This article describes "Ghanaian Area Studies in Diversity-Globalization," a Fulbright-Hays Group Projects Abroad Program that took 18 New Mexico classroom teachers to Ghana, West Africa, in 2003 to bring a global perspective to the classrooms of New Mexico. This Fulbright project was designed for participants to gain a greater understanding of international, cross-cultural area studies through an immersion into various facets of Ghanaian culture and daily life. Another goal of this project was to gain a better understanding of the issue of family security in today's complex world. The New Mexico teachers lived for 3 weeks in a small rural village in the Volta Region where they participated in and observed the daily life of the extended compound family. The Fulbright teachers learned that the real security in Ghana lies within the strength of the extended compound family unit. The Fulbright project was a once-in-a-lifetime educational experience for 18 teachers who are now sharing their experience with students and fellow educators.

Johnson, Cynthia E.; Viramontez Anguiano, Ruben P. (2004).  Latino Parents in the Rural Southeast: A Study of Family and School Partnerships  Journal of Family and Consumer Sciences, 96, 4. 

This qualitative study examined the collective factors of parenting practices in the context of Latino family culture, parental involvement, and community-school relations among Latino parents and school personnel in three rural southeastern communities. A total of 75 respondents, including school personnel and Latino parents, participated in focus groups and individual interviews. Recommendations for practice and future research are provided to school personnel and family professionals who work with Latino families.

Johnson, Elaine; Rothstein, Fran; Gajdosik, Jennifer (2004).  The Intermediary Role in Youth Worker Professional Development: Successes and Challenges  New Directions for Youth Development, 2004, 104. 

This chapter examines the role of a national network of local and regional intermediary organizations in initiating and sustaining community-based youth worker professional development systems. This approach is instructive for other intermediaries in establishing training standards, assessing impact, providing organizational supports for youth development workers, and going to scale.

Johnson, Erik W. (2008).  Social Movement Size, Organizational Diversity and the Making of Federal Law  Social Forces, 86, 3. 

During the 1960s and 70s the United States environmental movement experienced dramatic growth in both absolute size and in the diversity of organizational structures and issues represented within the movement. We assess the importance of change in movement size and compositional diversity on two important stages within the legislative process. Findings indicate that U.S. environmental movement size is positively associated with the incidence of Congressional environmental agenda-setting activities, but not the passage of environmental laws. An increased diversity of issue representation within the movement is consistently and positively associated with the incidence of agenda setting and law-passage activity. The growth of EMOs attending simultaneously to both traditional conservation and "new" quality of life issues, in particular, is associated with elevated rates of policy activity.

Johnson, Janel L. (2007).  Evaluation of Student Attrition in an Alternative School Setting  [Online Submission] 

Background: This study involves 50 participants from a rural county in S.W. Georgia and examines the conditions and settings that existed at the target school as to the increase in student attrition at the alternative school. Purpose: To take a closer look at the student attrition problem in the target school and make contributions to begin to reverse this issue and increase graduation rates. Setting: alternative school setting in Southwest Georgia. Study Sample: 50 participants from the community including Juvenile probation staff, Community Leaders, and student drop outs, etc. Intervention: Increasing one-on-one mentoring, identifying at-risk students, and collaborating with the community as to enlist their support, etc. Research Design: Interview; Data Collection and Analysis: Data were collected via face-to-face interviews, survey methods, and a focus group session facilitated by the principal investigator. Findings: Alternative school is making strides to decrease this issue and students are accessing resources to better prepare for graduation. Conclusion: Additional resources are needed for students in this setting including district support, community support, and constant collaboration between school administrators and parents. Citation: Numerous sources were cited throughout this manuscript and all contributed to recommendations and final conclusions to this study. (The following are appended: (1) Focus Group Questions; (2) Factors Contributing to Student Attrition in the Alternative School Setting; (3) Summary of Respondents' Comments, Concerns, and Conclusions of Individual Interview Sessions; (4) Individual Interview Questions; (5) Summary of Respondents' Comments, Concerns, and Conclusions from Focus Group Session; (6) Characteristics of Student Dropout Respondents; (7) Summary of Student Responses to Open-Ended Survey Questions; and (8) Responses From Students who are Actively Pursuing a GED or Alternative.) [Ed.D. Dissertation, Nova Southeastern University.] | [FULL TEXT]

Johnson, Jean; Arumi, Ana Maria; Ott, Amber (2006).  Issue No. 2: How Black and Hispanic Families Rate Their Schools. Reality Check, 2006  [Public Agenda] 

It is not the kind of atmosphere most adults would find helpful if they needed to study and learn-high dropout rates, kids promoted without learning, schools short on money, profanity and disrespect, fighting, drug and alcohol abuse. Yet these are "very serious" problems in schools, according to surprisingly large numbers of the nation's black and Hispanic students. These results are from Public Agenda's 2006 Reality Check surveys of parents, students, teachers and administrators nationwide. To help inform these discussions, Public Agenda is devoting its second "Reality Check" report for 2006 to a comparison of the views and experiences of black and Hispanic parents and students to those of white parents and students. This report also looks at the observations of teachers who work in mainly minority public schools versus those who teach in mainly white schools. These surveys, conducted in late 2005 and early 2006, explore parent, student and teacher perspectives on a wide range of educational issues. In a sense, they provide a status report from those "closest to the action." According to this study and others, the vast majority of all youngsters, white, black and Hispanic, are aiming for college. In "Reality Check," nearly three-quarters of black youngsters tell us that they are "definitely" going to college. Unfortunately, just half of these young black students (49%) say they are confident they are acquiring the skills needed to succeed when they get there. [This report was also sponsored by the Wallace Foundation.] | [FULL TEXT]

Johnson, Jerry (2006).  More Doesn't Mean Better: Larger High Schools and More Courses Do Not Boost Student Achievement in Iowa High Schools  [Rural School and Community Trust] 

In March 2005, Governor Tom Vilsack and a committee of 12 legislators endorsed proposals intended to "make Iowa's public schools more efficient and improve achievement." Among the proposals was one calling for an education commission that would recommend to the 2007 Legislature a minimum school district and high school size. In light of these calls for consolidating school districts to create larger high schools offering more course units as a means of raising student achievement, the Rural School and Community Trust set out to investigate the relationship between student academic performance and enrollment size/number of course units offered. Their intent was to determine what influence, if any, enrollment size and the breadth of curricular offerings has on student performance. Two primary research questions guided the analyses: (1) In what ways and to what extent does student academic achievement vary among Iowa school districts of varying enrollment size?; and (2) In what ways and to what extent does the number of high school course units impact academic achievement in Iowa school districts? Results indicate that consolidating Iowa's smaller districts would not contribute to improvements in student achievement.  [This paper was published by the Policy Program of the Rural School and Community Trust.] | [FULL TEXT]

Johnson, Jerry (2006).  Compounding Challenges: Student Achievement and the Distribution of Human and Fiscal Resources in Oregon's Rural School Districts  [Rural School and Community Trust] 

This report presents findings from an investigation into relationships between academic achievement and the distribution of fiscal resources among rural school districts in Oregon. The investigation was prompted by earlier-reported findings suggesting the critical nature of both achievement gaps and resource gaps among rural school districts in the state. A variety of statistical procedures yielded consistent findings indicating that there is considerable disparity in the distribution of fiscal resources among rural districts, and that the level of fiscal resources available to districts significantly influences educational outcomes. Interpreting these findings within the socioeconomic context of rural Oregon, findings include: (1) Districts facing the greatest challenges receive the fewest resources and produce the lowest levels of academic achievement; and (2) Districts facing the fewest challenges receive the greatest resources and produce the highest levels of academic achievement. It is a pattern in which the distribution of resources appears to be compounding, rather than mitigating, socioeconomic disparities. In effect, this maldistribution of resources appears to be working against closing achievement gaps. Results also indicate that the inequitable distribution of resources on a per pupil basis is not the result of the smaller scale of schooling in some parts of the state, offering further support for earlier-reported findings suggesting that school or district consolidation would be a poor policy choice. Three appendixes include: (1) T-test results for comparison of high- and low-achieving districts; (2) T-test results for comparison of highest- and lowest-achieving districts; and (3) Distribution of Key Variables.  | [FULL TEXT]

Johnson, Jerry; Malhoit, Greg (2004).  Best Fiscal Management for Rural Schools. Rural Trust Policy Brief Series on Rural Education  [Rural School and Community Trust] 

This policy brief is intended to highlight some of the leading policy issues faced by states, local school districts, policymakers, education leaders, and concerned citizens. State and local policies vary appreciably, a definitive statement on how school finances can and should be managed in every setting is beyond the scope of this paper. Rather, the goal is to present general recommendations about best fiscal practices that can be tailored to meet the needs and circumstances of individual states and school districts. The document is organized into five sections. Following a list of "guiding principles of sound fiscal management systems," Section II outlines responsibilities and roles in the fiscal management process. This section is organized according to the five major steps in the budgeting process, and emphasizes opportunities for engagement by various constituencies at each step in the process. Section III considers rural-specific concerns and strategies, and Section IV examines the options available to state policymakers in ensuring sound fiscal management practices at the school and district level. Following the fifth and final section, the conclusion, are appendices offering specific information on budgeting models, a glossary of school finance terms, and resources for obtaining additional information. | [FULL TEXT]

Johnson, Jerry; Strange, Marty (2005).  Why Rural Matters 2005: The Facts about Rural Education in the 50 States  [Rural School and Community Trust] 

In 2002-2003, 27% (12.5 million) of public school students attended school in communities of fewer than 25,000 and 19% (8.8 million) attended school in smaller communities of fewer than 2,500. In this report, the authors focus on the schools in those smaller communities, the most rural schools in America. They frame the report around 22 statistical indicators grouped into four gauges measuring: (1) the relative importance of rural education; (2) the level of poverty in rural schools; (3) other socio-economic challenges faced by rural schools; and (4) the policy outcomes achieved in rural education. A combination of the four gauge rankings gives an overall ranking, the Rural Education Priority Gauge. The top quartile on this gauge includes states in quintessentially rural regions of the country: the Mid-South Delta (Mississippi, Louisiana, Alabama, and Arkansas), the Southeast (South Carolina, Georgia, and North Carolina), the Southwest (New Mexico, Oklahoma, and Arizona), and Central Appalachia (Kentucky and West Virginia). No state scores in the highest quartile on all four gauges, but six score in the highest quartile on three of the gauges (New Mexico, Mississippi, Louisiana, Alabama, Arizona, and Oklahoma). The lowest ranking states on the Rural Education Priority Gauge are urban states in the East and in the Great Lakes Region. These and other findings are discussed in detail in this report.  | [FULL TEXT]

Johnson, Jerry; Strange, Marty (2007).  Why Rural Matters 2007: The Realities of Rural Education Growth  [Rural School and Community Trust] 

"Why Rural Matters" is the fourth in a series of biennial reports analyzing the importance of rural education in each of the 50 states and calling attention to the urgency with which policymakers in each state should address rural education issues. The researchers framed this report around five gauges measuring: (1) the importance of rural education; (2) the level of socioeconomic challenges known to be barriers to academic achievement faced by rural schools; (3) the level of student diversity among rural students; (4) the rural educational policy context; and (5) the educational outcomes of rural students in each state. Each gauge is comprised of several equally weighted indicators--23 indicators in all--the largest number of indicators and gauges used by Rural Trust researchers to date. The higher the ranking on a gauge, the more important or the more urgent rural education matters are in that state. The authors combined the five gauge rankings, computing an overall ranking called the Rural Education Priority Gauge to prioritize states according to the overall status of rural education in each state. No state scores at the top on all five indicators, but the four highest priority states (Mississippi, Alabama, Arizona, and North Carolina) score the highest on four of them. States identified as the highest priority are ones whose rural schools face more substantial challenges than rural schools in other states, receive fewer resources than others, and produce less than others in terms of student educational outcomes. Poverty, fiscal incapacity, low levels of adult education, and low levels of student achievement run in the same mutually reinforcing circles in these states, many of which are as fiscally challenged as their citizens and schools. The states where rural education is most notably underperforming (that is, the state's performance ranks worse than its socioeconomic challenges would suggest it should) are predominantly non-rural states on the East or Westcoast where the rural population is "out of sight, out of mind," including, among others, California and Maryland.  | [FULL TEXT]

Johnson, Todd E.; Brophy, Michael (2006).  Dual Enrollment: Measuring Factors for Rural High School Student Participation  Rural Educator, 28, 1. 

The purpose of this study was to explore the reasons 162 rural area high school students participate in the dual enrollment program. Dual enrollment programs allow high school students to enroll in college courses for credit prior to high school graduation with local school districts covering the cost of tuition. Participants in this study were recruited from two rural agricultural counties from Washington State attending a local college. Exploratory factor analysis revealed that dual enrollment participation was related to academics, financial, social, and choice reasons. Results showed no significant differences between 11th and 12th grade participants regarding financial and choice reasons to participate. However, statistically significant differences were found regarding academic and social reasons for participation. Implications for rural educators and recommendations for future research regarding dual enrollment programs are discussed.  | [FULL TEXT]

Johnston, Christina; Cooch, Gregory; Pollard, Connie (2004).  A Rural Alternative School and Its Effectiveness for Preventing Dropouts  Rural Educator, 25, 3. 

This article describes a successful alternative school located in northwest Wyoming. Students who attend this school need an atmosphere that is accepting of their differences and allows them to express themselves without fear of ridicule or punishment. These children are looking for a safe, secure place to complete their education, a place where their unique differences are respected. Bear Lodge is one such alternative high school. Students at Bear Lodge share their perspective and provide a living testimony as to the importance of alternative schools in allowing students to meet with academic success and social acceptance. Bear Lodge allows its students to work at their own pace in a caring and non-coercive environment. Here students attend school regularly, follow a standards-based curriculum, form close relationships with their peers and teachers, and know that the staff believe they can be successful in and out of school.  | [FULL TEXT]

Johnston, Robert C. (2005).  Master Plan  Education Week, 25, 2. 

During a volunteer stint on a hydroelectric-power project in the mountains of Honduras in 1996, William DeJong began "the walk." As the president of DeJong Inc., one of the top school facility planners in the United States, he wanted to study the conditions of schools in the rugged Central American countryside far from his home in Dublin, Ohio. Walking along dirt roads deeply creased by heavy rains and little upkeep, DeJong arrived at the primary school in the village of Canchias. Compared with the sprawling, modern schools he helps plan in the United States, this was a sad relic: a one-room adobe building with a sagging tile roof and a single window. The decrepit building that DeJong spotted in Honduras has led him to blueprint for better facilities. In this article, the author discusses the school-facility master plan for Honduran school facilities that included structural guidelines and an inventory of facility needs that could be linked to the nation's goals of increasing enrollment and raising academic standards. The plan contains suggested dimensions for classrooms, schematics for community centers, libraries, and offices that are shaping school-design decisions in Honduras.

Johnstone, Kate (2001).  The Lived Reality of the Transition to High School for Rural Students. 

Rural Australian high schools are at regional centers, and rural students often have to travel long distances or live in boarding houses or dormitories. A study examined rural Australian student experiences of the transition to high school. Data were gathered from interviews, questionnaires, and student journals of 10 rural students during the last 5 weeks of primary school and during the first three terms of Year 7 in high school. Findings indicate that students had many anxieties related to the physical environment and organizational culture of high school. The social culture of the high school was also a concern for rural students, particularly the possibility of not having friends and being vulnerable to older students. A third area of concern, personal reactions and adaptations, highlighted the many emotional challenges that students faced during the transition. Students felt scared and nervous about adapting to secondary school but also expressed excitement and anticipation of the forthcoming transition. High schools and their rural feeder schools should develop strategies to lessen the anxiety students experience upon entering high school. Recommendations include using the Internet for meeting future schoolmates and teachers, showing the layout of high schools, and coordinating orientation programs between primary and high school staff. | [FULL TEXT]

Jones, Adele (2005).  Conflict, Development and Community Participation in Education: Pakistan and Yemen  [Online Submission] 

In development policy, community participation has increasingly come to be seen as a way to encourage community interest, involvement, ownership and ultimately, sustainability of projects. Education has also been affected by this discourse. The following paper examines two countries affected by conflict (Pakistan and Yemen), asking what type of community participation is possible in areas with complex conflict situations, since "community participation" demands some form of "democracy." The conflict scenario and the locus of control and power in these countries is examined in two rural areas. Finally, the paper questions what type and degree of community participation is possible in education and whether it can become a catalyst for peace, or an indirect mechanism for power elites to control decision-making.  | [FULL TEXT]

Jones, Chester S.; Bleeker, Jeanne (2005).  A Comparison of ATV-Related Behaviors, Exposures, and Injuries Between Farm Youth and Nonfarm Youth  Journal of Rural Health, 21, 1. 

All terrain vehicles (ATVs) are a popular form of transportation and recreation for youth. ATVs are also convenient for farm-related activities. However, the impact of the farming environment on ATV-related injuries is not clear. To determine differences in ATV-related behaviors, exposures, risk factors, and injuries between farm youth and their nonfarm peers. A cross-sectional study design was used. A survey was administered to 652 youths in agricultural education programs throughout the state of Arkansas. A majority (60%) of students have operated ATVs within the past month. Cross tabulations found that farm youth who rode ATVs were more likely to be white and male, to own a 3-wheel ATV, and to ride more often with a single rider. Risk factors for sustaining an ATV-related injury were frequency of use and the number of persons on the ATV. Study findings suggest that ATV use among farm youth does differ from their nonfarm peers. ATV use among all youth is a safety concern in Arkansas because of the behaviors and exposures that the youth cited.

Jones, Gaytha, Comp. (2003).  Migrant Services Directory: Organizations and Resources. 

This directory of migrant services contains over 1,270 entries covering national organizations, federal agencies, publishers, and state agencies and organizations. Each entry contains a variety of contact information, a contact person, and a short description of the organization or agency and the services offered. The first section presents national and multistate nongovernment organizations in three areas: advocacy, networking, and reform; research, development, technical assistance, and training; and funding and sponsorship. The second section lists federal departments and their offices or agencies relevant to migrant workers and their families: U.S. Department of Agriculture, U.S. Department of Education, U.S. Department of Health and Human Services, U.S. Department of Justice, U.S. Department of Labor, U.S. Environmental Protection Agency, and the Social Security Administration. The third section presents publishers and producers of publications relevant to migrants. The fourth section covers relevant state government agencies and nongovernment organizations for every state, the District of Columbia, and U.S. territories. Also included are a list of acronyms, an eligibility matrix covering various federal programs and services, and an index. | [FULL TEXT]

Jordan, Teresa S.; Jordan, K. Forbis (2004).  Rural Schools under Scrutiny  Rural Educator, 26, 1. 

Historically, rural schools have been geographically and politically isolated to the extent that some might say that they have been the victims of, or beneficiaries from, an unstated government policy of benign neglect. Recently, conditions and relationships have changed with the enactment of state and federal accountability legislation and legal challenges to the constitutionality of state funding systems for schools. Federal concerns about the quality of teachers and the progress of students are accompanied by state standards, proficiency tests for high school graduation, and school report cards. Most of these requirements are unfunded or under-funded mandates. However, rural schools likely will benefit from the recent shift in school finance litigation from a single emphasis on equity to a dual interest in equity and adequacy. If education is a state responsibility, then in an era of state-mandated standards and assessments, the state has an inherent responsibility to ensure that students have access to the human and material resources required for them to meet standards and pass state proficiency examinations.  | [FULL TEXT]

Jorgenson, Andrew K. (2006).  Unequal Ecological Exchange and Environmental Degradation: A Theoretical Proposition and Cross-National Study of Deforestation, 1990-2000  Rural Sociology, 71, 4. 

Political-economic sociologists have long investigated the dynamics and consequences of international trade. With few exceptions, this area of inquiry ignores the possible connections between trade and environmental degradation. In contrast, environmental sociologists have made several assumptions about the environmental impacts of international trade, but the assumptions lack theoretical specificity and are thus empirically under-investigated. Bridging these two complementary areas of macrosociology, the present study proposes and tests a structural theory of unequal ecological exchange. The theory posits that more-developed countries externalize their consumption-based environmental costs to less-developed countries, which increase forms of environmental degradation within the latter. To test a key assertion of the theory, a weighted index of vertical trade is created that quantifies the relative extent to which exports are sent to more-developed countries. Using the index, cross-national panel analyses of deforestation, 1990-2000 are conducted to test the hypothesis that less-developed countries with higher levels of exports sent to more-developed countries experience greater rates of deforestation, net of other factors. Results of the analyses confirm the hypothesis, providing support for the theory of uneven ecological exchange. Additional findings correspond with other sociological studies of deforestation, particularly those that focus on the effects of rural and urban population growth as well as level of capital intensity and rate of economic development.

Juska, Arunas (2007).  Discourses on Rurality in Post-Socialist News Media: The Case of Lithuania's Leading Daily "Lietuvos Rytas" (1991-2004)  Journal of Rural Studies, 23, 2. 

The Soviet regime defined rurality as a collective-farm or "kolkhoz"-based society. Since the late 1980s such a state-imposed definition of rurality was rapidly unraveling under the tensions and conflicts produced by "perestroika" and post-socialist reforms. In the new politics of the rural, the role that the news media was playing in shaping public opinion on rural matters was of growing importance. The paper analyzes 3827 articles on rural issues published during the post-independence period (1991-2004) in the leading Lithuanian daily "Lietuvos Rytas" (LR). Two types of discourses in rural coverage are discerned. During the 1990s rural coverage in LR was reflective of conflicts and tensions between relatively prosperous urban classes which benefited from post-socialist reforms and pauperized rural population. Rurality was increasingly associated with the failure of "the moral modernization" of the rural population. Rural population was stigmatized as deficient in values and character, remaining in the grips of the Soviet mentality and state dependency and, therefore, unable to take advantage of opportunities created by the reforms. Since the early 2000s when economic situation in the country improved significantly and Lithuania started negotiations on European Union membership, rurality in LR coverage was gradually re-defined in EU terms as a socio-spacial entity shaped by regional, national, and local policies promoting multifunctionality of rural areas, well-being of rural communities, and active citizenship. Factors that influenced changes in rural discourses are analyzed. Impacts of changing discourses on rural identities, rural politics and policies are discussed.