A Venture in Rural-Teacher Education Among Negroes in Louisiana

1938 ◽  
Vol 7 (2) ◽  
pp. 132 ◽  
Author(s):  
Jane E. McAllister
Keyword(s):  
Teacher Education ◽  
Rural Teacher

How Does Location Impact Meaning and Opportunity? Rural Schools and the NCATE Diversity Standard

2012 ◽  
Vol 114 (5) ◽  
pp. 1-36
Author(s):  
Debra Miretzky ◽  
Sharon Stevens
Keyword(s):  
Teacher Education ◽  
Rural Schools ◽  
Quantitative Methods ◽  
Online Survey ◽  
Teacher Education Programs ◽  
National Council ◽  
Education Programs ◽  
Ample Evidence ◽  
Rural Teacher ◽  
K 12

Background/Context While there is ample evidence that the K–12 student population is becoming increasingly diverse and the teacher workforce is not, very little literature addresses the specific problems rural teacher education programs may experience attempting to meet the National Council for the Accreditation of Teacher Education (NCATE) diversity standard. A 2005 NCATE-sponsored survey found that an unknown number of respondents indicated difficulty in meeting the requirements of the standard and that “geographically isolated” programs were especially affected. The existing research that targets rural programs tends to describe specific practices. As NCATE and TEAC, the two major teacher education accreditation programs, move toward consolidation, revisiting the expectations regarding diversity is critical. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore rural SCDEs’ experiences with the diversity standard as well as the implications of these experiences, with the aim of reporting and suggesting possible strategies for enhancing the application of the standard at the institutional and agency levels. We hypothesized that rural schools experience difficulty with meeting aspects of the standard due to the potential limitations associated with the schools’ locations. Research questions focused on how rural programs define diversity, identification of obstacles, priorities for programs, and adaptations. One hundred and sixteen NCATE coordinators and/or deans participated in the study's online survey. Research Design This research was an exploratory study that used qualitative and quantitative methods. The instrument included survey questions and items for open-ended responses. Conclusions/Recommendations Rural teacher education programs do experience difficulties with meeting the requirements of the NCATE diversity standard. Respondents singled out recruitment and retention of diverse faculty and candidate's inability to provide high-quality diversity experiences, and location as the biggest issues. Respondents perceived that NCATE focuses on race and ethnicity to the exclusion of other categories. In particular, respondents reported strong beliefs that SES and exceptionalities are more universal and more locally relevant and deserve to be recognized as critical priorities for educating candidates who could build on this competence in working with other diversities—a kind of “transferable skills” perspective. Programs would like to see recognition for “good faith” efforts and would value the opportunity to demonstrate the strengths and generalizability of their diversity programs. As NCATE and the Teacher Education Accreditation Council (TEAC) move toward consolidation, new frameworks for assessing these frameworks should be considered.

‘I am assumed to be someone who doesn’t have to deal with diversity’: countering the denial of diversity in rural teacher education

2017 ◽  
Vol 9 (4) ◽  
pp. 270-288 ◽  
Author(s):  
Vanessa Anthony-Stevens ◽  
Emily Gehlken ◽  
Chelsea Jones ◽  
Sheriden Day ◽  
Sarah Gussenhoven
Keyword(s):  
Teacher Education ◽  
Rural Teacher

scholarly journals Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia

2016 ◽  
Vol 3 (2) ◽  
pp. 218-226
Author(s):  
Aziz Awaludin
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Rural Areas ◽  
Rural Setting ◽  
Continuous Training ◽  
Rural Teachers ◽  
Research Areas ◽  
The World ◽  
Information And Communication ◽  
Rural Teacher

Abstract This study aims to explore the impacts of the convergence of ICT (information and communication technology) for training in-service elementary school teachers in Indonesia. As a country in which almost a half of its population live in rural areas, Indonesia has a very serious issue with the quality divide which is quite extensive between urban and rural teachers. Thus, the use of ICT can be an alternative to reduce the gap, facilitate social justice and, therefore, connect the rural teachers to the world. Particularly, this study is focused on benefits and constraints of the issue when applied in that rural setting. The investigation is based on a literature review that certain academic refereed journal articles are analysed. Then, the analysis shows that infusing ICT can impact positively in the way that its advantages involve the expansion of opportunities for rural teachers to receive continuous training, collaborative actions among teachers from different schools, skills and resource development to upgrade their competencies. However, the implementation invites several limitations linked to financial, technical, geographical, and personnel-related issues. Also, the study points out several implications regarding policy and research areas. Then, some recommendations are offered to tackle the possible challenges that may occur. Abstrak Penelitian ini bertujuan untuk menggali dampak konvergensi TIK (teknologi informasi dan komunikasi) untuk pelatihan calon guru sekolah dasar di Indonesia. Sebagai negara di mana hampir separuh penduduknya tinggal di daerah pedesaan, Indonesia memiliki masalah yang sangat serius dengan perbedaan kualitas yang cukup luas antara guru perkotaan dan pedesaan. Dengan demikian, penggunaan TIK dapat menjadi alternatif untuk mengurangi kesenjangan, memfasilitasi keadilan sosial dan, oleh karena itu, menghubungkan para guru pedesaan ke seluruh dunia. Secara khusus, penelitian ini difokuskan pada manfaat dan kendala masalah saat diterapkan di lingkungan pedesaan tersebut. Penyelidikan didasarkan pada tinjauan literatur di mana beberapa artikel jurnal akademik dianalisis. Kemudian, analisis menunjukkan bahwa menanamkan TIK dapat berdampak positif dengan cara bahwa kelebihannya melibatkan perluasan kesempatan bagi guru pedesaan untuk menerima pelatihan berkelanjutan, tindakan kolaboratif di antara guru dari berbagai sekolah, keterampilan dan pengembangan sumber daya untuk meningkatkan kompetensi mereka. Namun, implementasinya mengundang beberapa keterbatasan terkait masalah keuangan, teknis, geografis, dan personil. Selain itu, penelitian tersebut menunjukkan beberapa implikasi mengenai area kebijakan dan penelitian. Kemudian, beberapa rekomendasi ditawarkan untuk mengatasi kemungkinan tantangan yang mungkin terjadi. How to Cite : Awaludin, A. (2016). Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 3(2), 218-226. doi:10.15408/tjems.v3i2.4984. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4984

E-Coaching to Support University-Public School Partnerships

2019 ◽  
pp. 333-353
Author(s):  
Elizabeth Bellows ◽  
Aftynne E. Cheek ◽  
Morgan Blanton
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Social Studies ◽  
Teacher Educators ◽  
Power Dynamics ◽  
School Partnerships ◽  
Coaching Model ◽  
Secondary Social Studies ◽  
Rural Teacher ◽  
Pre Service Teacher

Three teacher educators partnered with a local high school to pilot an e-coaching model with secondary social studies pre-service teachers. Findings reveals an e-coaching supervisory model that can nurture relationships between university and public schools to support pre-service teacher (PST) development, can increase a PST's independence and confidence, and can support creation of a third space where power dynamics between university and public schools are disrupted and potentially leveled. Implications for e-coaching as a means of supervising field experiences in rural teacher education are discussed.

scholarly journals Historical Experience and Contemporary Reflection of the Supply Side Reform of Rural Teacher Training in China

2021 ◽  
Vol 10 (S1) ◽  
pp. 6
Author(s):  
Feng Li
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Historical Analysis ◽  
Supply System ◽  
Supply Management ◽  
Supply Side ◽  
Rural Teachers ◽  
Education Movement ◽  
Rural Teacher ◽  
Historical Reflection

The supply-side reform of rural teachers’ teaching is not only a realistic problem but also a historical problem. Based on the historical analysis framework of teachers’ training, the thesis conducted the historical reflection and interpretative analysis of the top-down practice of the supply-side reform during the Rural Teacher Education Movement in China. According to the supply-side reform on rural teacher training, there exist problems such as city-oriented supply structure, disconnected supply system, and upper-dominant supply management. Therefore, it is suggested to getting rid of the homogeneous supply structure, breaking the enclosed supply system, and improving the educational governance paths such as the centralized supply management. Furthermore, the supply-side reform practice of the Rural Teacher Education Movement can provide historical reflection and enlightenment for supply-side reform of rural teacher training, teacher education revitalization and intensive development, and governance modernization in the Post-poverty Alleviation Era.

Beyond Urban or Rural

2018 ◽  
pp. 256-279
Author(s):  
Laura Vernikoff ◽  
Tom Schram ◽  
Emilie Mitescu Reagan ◽  
Colleen Horn ◽  
A. Lin Goodwin ◽  
...  
Keyword(s):  
Teacher Education ◽  
Residency Program ◽  
Field Experiences ◽  
Residency Programs ◽  
Rural Teacher ◽  
Teacher Residency ◽  
Urban Teacher ◽  
Urban Teacher Residency

In this chapter, the authors describe two residency programs, an established urban teacher residency program, and a newly developed rural teacher residency program, and explain how the programs have expanded notions of field experiences to prepare teachers for specific schools, districts, and communities. The authors explore commonalities and connections across the programs, particularly in how each program conceptualizes the role of place in teacher education. In addition, this chapter considers differences in how each program enacts their theories of place in order to prepare teachers to learn from, with, and about the particular places they will teach within.

scholarly journals To Study the Effect of M-Learning Knowledge Management Programme on the Performance of Teacher Trainees Belonging To Different Residential Backgrounds

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ruchi Tomar ◽  
Dr. Vinita S. Gopalkrishanan
Keyword(s):  
Teacher Education ◽  
Knowledge Management ◽  
Management Programme ◽  
Teacher Trainees ◽  
Practice Teaching ◽  
Rural Teacher ◽  
Better Than

This paper discusses implementation of M-learning with appropriate knowledge management in teacher education for planning and delivering lessons during practice teaching for enhancing their performance. Main objective of study was to study the effectiveness of M-learning knowledge management on the performance of teacher trainees. Sample chosen for the present study was 52 teacher trainees. For analysis of data ANOVA was applied and results were taken out subsequently. And findings suggest that knowledge management in M-learning enhance performance of teacher trainees. Further findings revels that residential background also affects performance i.e. urban based teacher trainees performs better than that of rural teacher trainees. Results taken out from that data collected from schools students regarding the performance of teacher trainee’s revels that there was no significant effect of residential background on the performance of teacher trainees.

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