Rural Education | O

Oancea, Alis (2005).  Criticisms of Educational Research: Key Topics and Levels of Analysis  British Educational Research Journal, 31, 2. 

The article is an exploration of the meanings and worthiness of criticism as a significant phenomenon in the evolution of educational research during the 1990s. While drawing on an overview of the vast amount of documents expressing criticisms of educational research in the UK, western and eastern continental Europe and the USA, it summarises the findings of a study based on the analysis of some of the most influential texts that criticised educational research in the UK during the mid 1990s: Hargreaves (1996), Tooley and Darby (1998), Hillage et al. (1998). An understanding of the targets, sources, solutions and actors that are characteristic of the recent criticisms of educational research is proposed, together with an exploration of the rhetorical devices employed in expressing criticism and of some of the philosophical themes that underpin the recent debates.

O'Callaghan, William G.; Irish, Charles M. (2006).  The Right Place, The Right Time  School Administrator, 63, 2. 

Superintendents are in the right place at the right time to take advantage of a golden opportunity to reverse a trend that threatens the nation's schools and communities. They are now uniquely positioned to stop the retreat of good-hearted, well-intentioned citizens from public life. In this article, the authors present perpetual traps that include high ideals blended with traditional approaches to working with the public, and these are: (1) selling preordained decisions; (2) manufacturing representation; (3) dumping information; (4) cutting engagement short; (5) doing it alone; and (6) buying into the politicians and pundits. They take a brief look at three school districts that are building school-community partnerships in order to illustrate how creating an organizational structure for reconnecting schools and communities is working. In their work with the leaders of these school districts, they have discovered three constants associated with their success in building effective partnerships with their communities: (1) The partnership is community-based; (2) The partnership is all-inclusive; and (3) The partnership is supported by a courageous school leader.

Odhiambo Joseph, Christopher (2005).  Theatre for Development in Kenya: Interrogating the Ethics of Practice  Research in Drama Education, 10, 2. 

This paper is based on research that sought to investigate the procedures of theatre for community development in Kenya. This article was stimulated by this larger research and is particularly an interrogation of the ethics of practice in the enterprise of theatre for community development. It critically interrogates the roles of the different interested stakeholders, their motives and attitudes. The article also comments on possible strategies that can be introduced in the practice of theatre for development to inculcate a sense of acceptable ethics. The research that resulted in this paper employed both quantitative and qualitative research methods.

Oduro, George K. T.; MacBeath, John (2003).  Traditions and Tensions in Leadership: The Ghanaian Experience  Cambridge Journal of Education, 33, 3. 

This paper will explore some of the tensions that arise for Ghanaian headteachers in trying to resolve traditional and tribal expectations with "Western" conceptions of leadership roles and competencies. These are particularly acute in rural communities where expectations of school leaders often reflect, and are constrained by, ascribed status in the tribe or village. Gender issues illustrate these tensions as successive governments initiate strategies to ensure that gender equality concerns are integrated into all their policies and programmes. The starting point for this paper--the process of research itself--sets the scene for an exploration of a complex multi-faceted leadership culture.

Oetting, Janna B.; Cleveland, Lesli H. (2006).  The Clinical Utility of Nonword Repetition for Children Living in the Rural South of the US  Clinical Linguistics & Phonetics, 20, 7-8. 

Nonword repetition (NWR) tasks have been shown to minimize cultural biases in language assessment. In the current study, we further examined the clinical utility of NWR with 83 children who lived in the rural south of the US; 33 were African American and 50 were White, with 16 classified as specifically language impaired (SLI) 6-year-olds and 67 classified as either age-matched or younger controls. Main effects were found for group, with the children in the SLI group earning lower NWR scores than the controls. A main effect for syllable length but not race was also documented. The group and syllable length effects could not be explained by differences in the children's articulation abilities or by potential differences in the children's use of vernacular dialect. Discriminant analysis indicated that NWR had a diagnostic accuracy rate of 81% for the 6-year-olds, but sensitivity was low (56%). When combined with scores from one other nonbiased assessment tool, however, the diagnostic accuracy of NWR increased to 90%, with rates of sensitivity and specificity above 80%.

Ofoegbu, F.I. (2004).  Teacher Motivation: A Factor for Classroom Effectiveness and School Improvement in Nigeria  College Student Journal, 38, 1. 

This study addressed the issue of teacher motivation as an essential factor for classroom effectiveness and school improvement. Teacher motivation has to do with teachers' desire to participate in the education process. Data was collected using a survey instrument designed by the researcher. Analysis of data revealed that the participating teachers almost unanimously agreed that teacher motivation is a vital factor for classroom effectiveness and school improvement.

Oguamanam, Chidi (2007).  Tension on the Farm Fields: The Death of Traditional Agriculture?  Bulletin of Science. 

Taking into account the historic transitions and progressions in agricultural science, this article examines the emergence of the phenomenon of agricultural biotechnology. It identifies pivotal sites of tension between agricultural biotechnology and alternative approaches to agriculture. The article identifies two distinct sources of contemporary social tension around agricultural science. First, it identifies the epistemological fault line and examines how the latter is promoted by intellectual property. Second, it spotlights the gene-wandering syndrome--a byproduct of genetic modification--and evaluates its impact on the escalating tension in our agricultural communities. Drawing from recent court decisions in Canada, the article recognizes the present urgency for a better jurisprudence and practical regulatory policy on aspects of agricultural biotechnology to mediate current tensions in those communities. It argues that judicial and policy response must be predicated on recognition of agro-epistemic pluralism and an understanding of broader socioeconomic impact of agro-biotechnology on alternative forms of agriculture.

Ohnesorge, Karen (2008).  Uneasy Terrain: Image, Text, Landscape, and Contemporary Indigenous Artists in the United States  American Indian Quarterly, 32, 1. 

Like many contemporary Indigenous artists in the United States, Flathead artist Jaune Quick-to-See Smith seeks to clarify existing relationships among race, place, and economics as well as to create new relationships. In particular, she and her peers combine image and text to interrogate the genre of landscape painting as a stage for fantasies of racialized white manifest destiny. These artists require viewers to don, as Quick-to-See Smith puts it, a "cultural-turning-around headset" to engage with "a different way of thinking" ("Interview Transcript") about the place "they" call "their" "homeland." Their verbal-pictorial critique of the hegemony of American landscape art draws on two phenomena: first, landscape's historical support of colonialist efforts to displace Indigenous peoples, and, second, the widespread but undertheorized practice among artists and writers of color of fusing image and text to refute racism. In this article, the author explicates these phenomena as a preface to a discussion of several works by Quick-to-See Smith, Hock E Aye Vi Edgar Heap of Birds, and Charlene Teters.

Okano, Kaori H. (2006).  The Global-Local Interface in Multicultural Education Policies in Japan  Comparative Education, 42, 4. 

This paper examines interactions between the global and the local in the context of Japanese mainstream schooling, by focusing on the development of local government policies to manage diversity in schools. This paper reveals how local governments developed education policies in interaction with grassroots professional groups, activists and schools, and by selectively incorporating national policies. These local policies are multicultural education policies but differ in two significant ways. The first is their predominant concern with human rights education, leaving celebration of cultural diversity as a marginal consideration, and the other is the official use of the term "foreigners" in the title of these policies; both of which reflect the pre-existing local context. The paper demonstrates that new immigrants do not unilaterally impact on supposedly ethnically homogeneous Japanese classrooms, but that the pre-existing local contexts (national, local and institutional) have mediated global forces in effecting changes.

Okon, Nicholas J.; Rodriguez, Daniel V.; Dietrich, Dennis W.; Oser, Carrie S.; Blades, Lynda L.; Burnett, Anne M.; Russell, Joseph A.; Allen, Martha J.; Chasson, Linda; Helgerson, Steven D.; Gohdes, Dorothy; Harwell, Todd S. (2006).  Availability of Diagnostic and Treatment Services for Acute Stroke in Frontier Counties in Montana and Northern Wyoming  Journal of Rural Health, 22, 3. 

Context: Rapid diagnosis and treatment of ischemic stroke can lead to improved patient outcomes. Hospitals in rural and frontier counties, however, face unique challenges in providing diagnostic and treatment services for acute stroke. Purpose: The aim of this study was to assess the availability of key diagnostic technology and programs for acute stroke evaluation and treatment in Montana and northern Wyoming. Methods: In 2004, hospital medical directors or their designees were mailed a survey about the availability of diagnostic technology, programs, and personnel for acute stroke care. Findings: Fifty-eight of 67 (87%) hospitals responded to the survey. Seventy-nine percent (46/58) of responding hospitals were located in frontier counties, with an average bed size of 18 (11 SD). Of the hospitals in frontier counties, 44% reported emergency medical services prehospital stroke identification programs, 39% had 24-hour computed tomography capability, 44% had an emergency department stroke protocol, and 61% had a recombinant tissue plasminogen activator protocol. Thirty percent of hospitals in frontier counties reported that they met 6-10 of the criteria established by the Brain Attack Coalition to improve acute stroke care compared to 67% of hospitals in the nonfrontier counties. Conclusion: A stroke network model could enhance care and improve outcomes for stroke victims in frontier counties.

Olakulein, Felix Kayode; Ojo, Olugbenga David (2006).  Distance Education as a Women Empowerment Strategy in Africa  [Online Submission] 

Women emancipation through empowerment all over the world is at its peak and Africans generally are not left out. It is an attempt to make sure that women's voices are heard and are given their right places in the scheme of things. Nonetheless, the issue of educational attainment of women considering the low level of girls' education in Africa is at a negative variance to attaining women position since certain educational attainments are required to function effectively in the various available organs; be it work place, group or committees of local or international standing. This paper therefore stresses the use of open and distance institution in Nigeria as an avenue to attain knowledge and education that would put women in a better stead toward achieving their aims and aspirations. | [FULL TEXT]

Olive, Edna C. (2005).  The Kid Underneath: Discovering Hidden Potential  Reclaiming Children and Youth: The Journal of Strength-based Interventions, 13, 4. 

In this article, a youth who is transformed from a troublemaker to a model student offers his advice on what it takes to reclaim kids like himself. Sections include: (1) The Outside Will; (2) Will Unfolding; (3) The Transition; (4) Potential Realized; (5) A Conversation with the Inside Kid; and (6) Suggestions from the Inside Kid.

Oliver, J. Steve (2007).  Rural Science Education Research and the Frameworks that Give It Form  Rural Educator, 28, 3. 

Research in science education has evolved rapidly over the past ten to twelve years due to the growth of two components of most published research. Though it might be argued that they are not really new, these two components are today necessarily explicit whereas they were more implicit in the past. As research has become increasingly qualitative and constructivist, the idea that describing precisely the theoretical base from which one's work grows has taken on much greater significance, thus the term "theoretical framework" which is incorporated into the lexicon of educational research. Likewise, if research is conducted for which the primary data sources are interviews and observations, it becomes necessary to describe how the researchers will know when they have found a result that has meaning or perhaps importance. And the "how do we know" questions fall under the heading epistemological framework. Thus emerged a partner for the theoretical framework: the epistemological framework. In this article the author talks about rural science education research and the significance of the two frameworks for rural education research that give it form. | [FULL TEXT]

Oliver, Kimberly L.; Lalik, Rosay (2004).  Critical Inquiry on the Body in Girls' Physical Education Classes: A Critical Poststructural Perspective  Journal of Teaching in Physical Education, 23, 2. 

Drawing on poststructuralism and related theoretical perspectives, we worked in girls' physical education classes to examine the development and implementation of a curriculum strand focusing on girls' bodies. The purpose was to help adolescent girls name the discourses that shape their lives and regulate their bodies. We asked two major questions: What were the major tasks actually used during the enactment of the curriculum strand? and: What issues and concerns emerged for us as we enacted the strand and how did we respond? This study took place in a 7th-12th grade rural high school in the southern United States. We collected data during the 2000-2001 school year in three girls' physical education classes. We conducted 14 sessions for each class and analyzed our data using the constant comparison method. Several issues emerged including: making the curriculum meaningful, offsetting task difficulties, sustaining ethical relationships, and lessening interference of research culture.

Olson, Jennifer; Olson, Philip D.; Pingayak, Teresa; Sterling, Katherine W.; Pierzchanowski, Lenea K. M. (2002).  Learning from and Working with Yup'ik Professionals. 

Yup'ik Head Start personnel in the Yukon-Kuskokwim delta in Alaska wanted to create a team approach for serving at-risk children with special needs. The area's umbrella agency for Head Start partnered with an innovative in-service team training project developed by the University of Idaho to deliver a culturally relevant, mobile in-service module covering teamwork. A participatory action research project compared training outcomes of six Yup'ik teams to those of eight teams from rural Pacific Northwest (PNW) locations who took the module. Participants completed surveys pre- and post-program, and 6 months following the program. Results indicate that Yup'ik teams made and maintained gains in 22 of the 30 items on the survey following participation in the teaming module, with 9 of these items being significant. The significant scores came primarily in the categories of meetings and goals/planning. These are skills typically associated with a Western approach to service delivery and may reflect the increasing desire among Yup'ik people to live and work successfully "in both worlds." There were apparent differences and similarities between the PNW and Yup'ik teams. The PNW teams ranked themselves much lower in the pretest profile than did the Yup'ik teams and then made gains consistent with those of the Yup'ik teams. All teams made their greatest gains in increasing the effectiveness of their meetings, indicating a universal concern in this area regardless of ethnic or cultural issues. | [FULL TEXT]

Olson, Maril (2007).  Strengthening Families: Community Strategies That Work  Young Children, 62, 2. 

Supporting and strengthening families has always been part of the early childhood professional's unique role in the community. NAEYC's Supporting Teachers, Strengthening Families initiative (www.naeyc.org/ece/supporting) is a set of activities designed to provide intentional leadership and education in the family-strengthening approach. The initiative promotes the use of research- based strategies in early childhood programs and by individual professionals. This article describes how strengthening families approach work. This article also provides a framework of the strengthening families approach for early childhood practice. Several ideas on starting strengthening families initiative in schools are also presented.

Oluk, Sami; Ozalp, Isilay (2007).  The Teaching of Global Environmental Problems According to the Constructivist Approach: As a Focal Point of the Problem and the Availability of Concept Cartoons  Educational Sciences: Theory and Practice, 7, 2. 

In this study, with selecting the focusing point of the problem as the availability of cartoons, the teaching of global environmental problems according to the constructivist theory is investigated on the 7th graders in rural areas. This study is restricted with the global warming (G), ozone depletion (O) and the acid rain (A) problems. In the study, a pre-test post-test control group design was used. There are 40 students whose ages range from 13 to 14 years. While experimental group was taught by means of problem based learning (PBL), traditional teaching methods were applied to the control group. Data were collected with the pre-test, post-test, and the interviews after the study. The validity of the experimental method is analysed with a t-test. Data collected by the methods of interviews were evaluated by content analysis. According to the results of statistical analysis, it can be seen that the experimental method is much more effective than the traditional method for teaching global environment problems. As a result of the content analysis, the experimental group students (70 %) and the control group students (15 %) evaluated that global warming, ozone depletion and acid rain (GOA) were accepted as global problems. Students in the experimental group emphasized that GOA, global warming-ozone depletion (GO) and G affected their living areas; on the other hand, students in the control group determined that they were affected by only G. Students in the experimental group pointed out that a person should do something to solve the global environmental problems. Both experimental group (89.4%) and control group (10.6%) suggested that technology has a vital role to solve global environment problems. Finally, the students in the experimental (85%) group think that method is amusing. From these results, it is seen that students' knowledge and consciousness about global environmental problems increase with the using of this experimental method, and at the same time it is seen that with this study they can realize their share of improving environment easier than before.

O'Meara, Peter; Chesters, Janice; Han, Gil-Soo (2004).  Outside--Looking In: Evaluating a Community Capacity Building Project  Rural Society, 14, 2. 

The Alberton Project was a three-year community capacity building project that ran from 1999 until 2002. It aimed to revitalise the local community surrounding the small Victorian town of Yarram. Evaluation of the project involved participant observation, monitoring of media reports, surveys and interviews. Outcomes are reported with reference to four capacity building domains of vision and leadership, structure and partnerships, community engagement, and resources. The Project demonstrated a high level of administrative competence and an ability to build a strong profile. While members showed themselves to be well motivated and ethical, they battled to engage a wide range of community members. Limitations were identified with the project's bureaucratic structure compared to alternate social models of organisation that reflect how people interact in a community. Other rural community capacity building projects should consider the value of open organisational structures that invite a more diverse membership from the community.

Openjuru, George Ladaah; Lyster, Elda (2007).  Christianity and Rural Community Literacy Practices in Uganda  Journal of Research in Reading, 30, 1. 

In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.

Operario, Don; Cluver, Lucie; Rees, Helen; MacPhail, Catherine; Pettifor, Audrey (2008).  Orphanhood and Completion of Compulsory School Education among Young People in South Africa: Findings from a National Representative Survey  Journal of Research on Adolescence, 18, 1. 

We examined the association of orphanhood and completion of compulsory school education among young people in South Africa. In South Africa, school attendance is compulsory through grade 9, which should be completed before age 16. However, family and social factors such as orphanhood and poverty can hinder educational attainment. Participants were 10,452 16-24-year-olds who completed a South African national representative household survey. Overall, 23% had not completed compulsory school levels. In univariate analyses, school completion was lower among those who had experienced orphanhood during school-age years, males, and those who reported household poverty. In multivariate analyses controlling for household poverty, females who had experienced maternal or paternal orphanhood were less likely to have completed school; orphanhood was not independently associated with males' school completion. Findings highlight the need for evidence-informed policies to address the education and social welfare needs of orphans and vulnerable youth, particularly females, in South Africa.

Opuda, Michael J. (2003).  NCLB--A Threat or a Challenge to Public Education? A Reply to Edmondson and Shannon.  Journal of Research in Rural Education, 18, 1. 

The No Child Left Behind Act reflects a decision by Congress that federal money not be squandered searching for local solutions, but that scientifically based research be utilized to ensure that every student meets academic standards. The school improvement process requires that local stakeholders cooperatively plan an improvement process, and most states designate money to assist in that effort.

Ortiz, Simon J. (2004).  Empowerment  American Indian Quarterly, 28, os1. 

Adrian C. Lewis asked the author if he could write a poem using their e-mail conversation. That ordinary conversation was the source of the poem that came about as a result. And the poetry--a major voice of literature, especially Indigenous literature--came about simply as an act of community, simply as an act of empowerment.

Oser, Carrie B.; McDonald, Hope M. Smiley; Havens, Jennifer R.; Leukefeld, Carl G.; Webster, J. Matthew; Cosentino-Boehm, Abby L. (2006).  Lack of HIV Seropositivity among a Group of Rural Probationers: Explanatory Factors  Journal of Rural Health, 22, 3. 

Context: Human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS) in rural America has been described as an epidemic, and the HIV prevalence rate among criminal justice populations is higher than the general population. Thus, criminally involved populations in Southern rural areas are at elevated risk for contracting HIV because of drug and sexual practices; however, little is known about HIV/AIDS in the fastest growing criminal justice population--probationers. Purpose: To examine possible explanations for the lack of HIV seropositivity found in a purposive sample of rural probationers. Methods: Data were examined from 800 felony probationers from 30 counties in Kentucky's Appalachian region. Measures included HIV prevalence within the 30 counties, migration patterns, HIV knowledge, substance use, and sexual risk behaviors. Findings: These probationers had a high level of HIV knowledge, reported minimal injection drug use, practiced serial monogamy, and reported minimal engagement in transactional sex. However, these probationers also reported negligible condom use, and injection drug users shared needles and works. Conclusion: Findings suggest the importance of developing programs targeting safe sex practices in rural areas.

Osokoya, Modupe M.; Adekunle, Adewale (2007).  Evaluating the Trainability of Enrollees of the Leventis Foundation (Nigeria) Agricultural Schools' Programs  Australian Journal of Adult Learning, 47, 1. 

The Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) are schools established to train youths to develop their state and their nation in the area of food production. This study sought to assess the trainability of enrollees in the three operating LFNAS. Five research questions were posed. The CIPP evaluation model was adopted. The population and sample for the study consisted of a total of 247 enrollees. Questionnaires, structured interviews and observational techniques were used to gather information, while using simple descriptive statistics to analyse the data. Many of the enrollees were found to be within the required age range. A substantive number had minimum basic educational qualification; however, a sizeable number in two of the schools had no basic education, and could not even be engaged in communication. Most of the enrollees had been engaged in different occupations before enrolment and many did not really have the sincere interest in farming as expected, though a majority of them aspired to become modern farmers on completion.  | [FULL TEXT]

Ostrosky, Michaelene M. (2001).  CASEI Project (Consultation and Administration Specialists in Early Intervention) Final Report. 

This final report describes the activities and accomplishments of the Consultation and Administration Specialists in Early Intervention Project (CASEI). This federally funded project was developed to provide cross-disciplinary preservice training for early intervention (EI) specialists in Illinois. Students were recruited from a broad range of disciplines involved in early intervention. Additionally, the project recruited and was specifically designed to meet the training needs of personnel currently employed in rural early intervention settings. Training was provided within a format that allowed students to maintain their employment, including a combination of summer and weekend coursework, and two internships. Both the coursework and the internships reflected a family-centered, collaborative, and interdisciplinary team perspective. Response from CASEI students indicates that they believe the quality of the personnel preparation project offers a model for personnel preparation that can address the shortage of highly skilled early interventionists who work with children with disabilities and their families in rural areas. The report contains information describing the completion of the project's goals and objectives. The appendices provide documentation of CASEI course requirements, examples of course ratings and student feedback, student demographics, and examples of surveys and other artifacts developed during the course of the project. | [FULL TEXT]

O'Toole, Kevin; Burdess, Neil (2004).  New Community Governance in Small Rural Towns: The Australian Experience  Journal of Rural Studies, 20, 4. 

State and federal governments in Australia have developed a range of policy instruments for rural areas in Australia that are infused with a new sense of "community," employing leading concepts like social capital, social enterprise, community development, partnerships and community building. This has encouraged local people and organisations to play a greater role in the provision of their local services and has led to the development of a variety of "community" organisations aimed at stemming social and economic decline. In Victoria, local decision-making, before municipal amalgamations, gave small towns some sense of autonomy and some discretion over their affairs. However, following municipal amalgamations these small towns lost many of the resources--legal, financial, political, informational and organisational--associated with their former municipal status. This left a vacuum in these communities and the outcome was the emergence of local development groups. Some of these groups are new but many of them are organisations that have been reconstituted as groups with a broader community focus. The outcomes have varied from place to place but overall there has been a significant shift in governance processes at community level. This paper looks at the processes of "community governance" and how it applies in a number of case studies in Victoria.

_____. (2006).  Out of the Margins: A Report on Regional Listening Forums Highlighting the Experiences of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth in Care  [Child Welfare League of America] 

Between September 2003 and December 2004, the Child Welfare League of America (CWLA) and Lambda Legal Defense and Education Fund (Lambda) organized Regional Listening Forums in 13 different cities nationwide. The objective of these events was to highlight the experiences of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth in care. The CWLA/Lambda Regional Listening Forums provided an opportunity for LGBTQ youth in care, and the adults who work with and care for them, to share their experiences and work together to identify strategies for bringing about lasting change within the child welfare system. This report consolidates the responses of the more than 500 youth and adult participants from 22 states who attended the forums and offered personal stories of actual experiences and concrete solutions for building the capacity of the child welfare system to better meet the needs of LGBTQ young people in care. Following an introduction, this report is divided into the following chapters: (1) Addressing Negative Attitudes about People Who Are LGBTQ; (2) Safe and Supportive Placements; (3) Homeless LGBTQ Youth; (4) Community Resources and Services; (5) Issues Facing LGBTQ Youths in School; (6) Permanency Planning; (7) Transgender Youth; (8) Bridging the Rural-Urban Divide; (9) Faith-Based Child Welfare Services; (10) Adults Involved with the Child Welfare System; (11) The Utility of the Regional Listening Forums for Policy, Practice, and Research: A Tripod; and (12) Conclusion. Appended are: (1) Adult Invitation; (2) Youth Invitation; (3) Youth Flyer; (4) Assent Forms; and (5) Listening Forums Outline.