Department of Rural Education: Atlantic City meeting: Progress in providing the rural schools we want

1941 ◽  
Author(s):  
Ivan A. Booker
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
Atlantic City

scholarly journals Killing Mayberry: The Crisis in Rural American Education

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
James A. Bryant Jr.
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
American Education ◽  
Rural America ◽  
Policy Makers ◽  
Small Communities ◽  
The Past ◽  
Social Pressures ◽  
Full Picture ◽  
The Impact

The article provides an overview of the turbulent and challenging times facing teachers and administrators in rural schools. The article examines literature from over the past decade to paint a full picture of the economic and social pressures exerting themselves in rural America and the impact these forces are having in rural schools. This work argues that rural education has been ignored too long by policy makers and even many Americans, and that this crime of omission has had disastrous consequences for many small communities. The article concludes with an examination of some of the tentative but hopeful steps that are being taken to address the crisis in rural education.

scholarly journals O processo formativo: história, memória e trajetória de egressos/as do curso de Licenciatura em Educação do Campo da Universidade Federal de Roraima (LEDUCARR/UFRR)

2021 ◽  
pp. 1-15
Author(s):  
Consuelem da Silva Sarmento ◽  
Sergio Luiz Lopes
Keyword(s):  
Rural Education ◽  
Data Collection ◽  
Oral History ◽  
Rural Schools ◽  
Public Policies ◽  
Teaching Profession ◽  
Formative Experience ◽  
Qualitative Nature ◽  
Training Path

The object of this study is the formative trajectory of graduates of the Degree Course in Rural Education at the Federal University of Roraima. The main objective was to identify the challenges of the teaching profession from the perspective of these subjects, based on their formative experience in that course. The research adopted as an instrument for data collection the interview (with 16 graduates), based on the oral history method (Thompson, 1998). The analysis, of a qualitative nature, was structured from the categories: the training path and the teaching profession. The voices of the graduates revealed the importance of this course as an implementation of public policies for the training, at a higher level, of field subjects, which was a dream for most of the survey respondents. In addition, they exposed the difficulties encountered in getting a place to work in rural schools. For most interviewees, the lack of recognition of the course by government entities affects the offer of places in selective and public examinations. Thus, this work aims to expand the debate on proposals for Rural Education.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

scholarly journals Safety at Schools: Identifying the Costs Associated with the Necessary Safeguards for Arming Educators

2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Spencer C. Weiler ◽  
Luke Cornelius ◽  
Jacob D. Skousen
Keyword(s):  
Rural Education ◽  
Education Policy ◽  
Rural Schools ◽  
School Safety ◽  
School Leaders ◽  
Financial Costs

Editors’ note: The Rural Educator publishes a policy brief each issue, intended to explore topics pertinent to rural education policy and advocacy. The issue of school safety is particularly timely, especially for rural schools. We believe this essay, based on surveys of school leaders in Colorado, takes a unique perspective by examining the financial costs that might be associated with policies to place guns in schools.

scholarly journals What Counts as Evidence in Rural Schools? Evidence-Based Practice and Practice-Based Evidence for Diverse Settings

2018 ◽  
Vol 39 (2) ◽  
Author(s):  
Karen Eppley ◽  
Amy Price Azano ◽  
Devon G. Brenner ◽  
Patrick Shannon
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
Evidence Based Practice ◽  
Evidence Based

This policy breif examines the importance of practice-based evidence for rural education.

scholarly journals Pictures of Rural Education: images about the paths that lead to schools in Paraense Amazon

2020 ◽  
pp. 1-24
Author(s):  
Joana dArc de Vasconcelos Neves ◽  
Antonio Pinheiro ◽  
Alessandra Sampaio Cunha ◽  
Tania Suely Azevedo Brasileiro
Keyword(s):  
Rural Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Schools ◽  
Theoretical Foundation ◽  
Qualitative Approach ◽  
Educational Policies ◽  
Childhood Education ◽  
Political Act ◽  
Artificial World

This article brings forward the discussions about the images about the paths that lead to Rural Schools in the Paraense Amazon. For such, the meanings constructed by children in early childhood education about the paths that are taken to school were analyzed. The theoretical foundation is based especially in Caldart (2004), Molina and Sá (2011) and Hage (2005). Methodologically, it presents a qualitative approach in the psychosocial field, in a dialectical movement that involves the objective and subjective world, as a constituent process of images and constructed meanings. For the analysis, the contexts surrounding the reality of Rural Education experienced by children from a municipality in the Amazon region of Pará were considered, as were the meanings that the children studied attribute to this path based on their drawings and the arguments that justify the images of the paths that lead to school. The revealed results the intersubjective dialectical movement, constituent and constructor of the reality of values that imprint a rupture of the dynamics between nature and the school's artificial world in the reality of the Paraense Amazon, highlighting the importance of considering the subjectivity of the rural subjects as a political act to propose their training and educational policies.

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