scholarly journals Expressed Values of 4-H Adult Volunteer Leaders

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Janet Usinger ◽  
Don Breazeale ◽  
Marilyn Smith
Keyword(s):  
Organizational Change ◽  
Rural Communities ◽  
Performance Testing ◽  
Theoretical Framework ◽  
Rural Teachers ◽  
Volunteer Leaders ◽  
Adult Volunteer ◽  
Academic Accountability ◽  
Feeling Overwhelmed ◽  
Collaborative Efforts

Historically, the collaborative efforts between rural teachers and 4-H have provided enhanced opportunities for youth that would not have been otherwise possible. As resources continue to diminish in rural communities, this collaboration is valuable to both schools and the 4-H organization. Currently rural schools are concentrating on the increased demand for academic accountability through performance testing and other evaluation instruments. This trend has resulted in less time for the elective outlets that have traditionally been an important part of school. At a time when 4-H could help fill an important gap in rural communities, changes within the organization have left some volunteers feeling overwhelmed. This article offers a theoretical framework for understanding the feelings and values of rural 4-H volunteers during a period of dramatic organizational change.  

scholarly journals Fin-de-Siècle Rural Teachers in the French Third Republic and in Hebrew Galilee Moshavot

10.33496/002 ◽  
2019 ◽  
pp. 1-11
Keyword(s):  
Rural Communities ◽  
Cultural Differences ◽  
Third Republic ◽  
Fin De Siecle ◽  
Rural Teachers ◽  
Modern Education ◽  
The Third ◽  
Rural Environments ◽  
Fin De Siècle ◽  
Teachers And Parents

In 1882 modern education in both France and the Galilee began a massive and continuous penetration into rural zones, followed by deep tensions between modernist teachers and local conservative populations. Many similarities existed between those two seemingly unconnected rural environments. This article analyzes the essence and the significances of similar features of the above processes and considers whether they might be the result of transnational influences. In both arenas, tensions between teachers and peasants reflected open and hidden social, political, and cultural differences. Peasants could hardly understand the efforts teachers were required to invest; they saw in them threatening representatives of external authorities—the Third Republic in France or the Jewish Colonization Association (JCA), the dominant philanthropic association in the Galilee. Main contestations concerned religion, which, for the teachers, became a symbol of all the negative aspects of peasant societies. Teachers also made great efforts to implant notions of romantic nationalism into societies to which such concepts were alien. Such attitudes were translated into thorny conflicts of influence between teachers and parents in rural communities. Consequently, teachers remained in practice socially semi-excluded.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Rural “expert” system

1987 ◽  
Vol 8 (4) ◽  
pp. 37-42 ◽  
Author(s):  
Rhea Schwartz
Keyword(s):  
Expert System ◽  
Delivery System ◽  
Gifted Students ◽  
Rural Teachers ◽  
Course Objectives ◽  
Report System ◽  
Individual Needs ◽  
The Individual ◽  
University Course ◽  
Collaborative Efforts

A university course offered to rural teachers of the gifted was the medium through which a parent/teacher organization was formed. The Respond/Read/Replicate/Report System was used to develop course objectives, methods, and evaluative means reflective of the individual needs of the teachers, their gifted students, and their parents in rural Madison, Florida. The unique characteristics of the delivery system and the unusual collaborative efforts of university and community officials are described.

scholarly journals Institutional Dynamics in International Organizations: Lessons from the Recruitment Procedures of the European External Action Service

2014 ◽  
Vol 35 (12) ◽  
pp. 1793-1811 ◽  
Author(s):  
Zuzana Murdoch ◽  
Benny Geys
Keyword(s):  
Organizational Change ◽  
International Organizations ◽  
Feedback Loop ◽  
Focal Point ◽  
External Action ◽  
Theoretical Framework ◽  
Theoretical Argument ◽  
Institutional Dynamics ◽  
Formal Procedures

This article examines how organizational designs develop by proposing a novel theoretical framework that views organizational change as resulting from a dialectic process between interpretive agents. The key claim is that existing formal procedures (such as recruitment processes, our empirical focal point) are subject to involved actors’ interpretive efforts. This results in a bargaining situation based on the interpretations of the principal actors, which may induce a feedback loop whereby the original procedures are amended. The empirical relevance of the theoretical argument is illustrated via a case study of the hiring procedures in the European External Action Service.

scholarly journals Thrifty Trustees, Curriculum Clashes, and Gender Disparities: Late Nineteenth- and Early Twentieth-Century Barriers in Education in Rural Renfrew County

2021 ◽  
Author(s):  
Joshua C. Blank
Keyword(s):  
Twentieth Century ◽  
Rural Communities ◽  
Community Members ◽  
Rural Teachers ◽  
Barriers To Education ◽  
Gender Barriers ◽  
Early Twentieth Century ◽  
Late Nineteenth ◽  
And Gender ◽  
The One

As several scholars contend, there is a paucity of material on the lives of thousands of rural teachers who taught in one-room Ontario schools and helped to build late nineteenth- and early twentieth-century rural communities. This article enriches the discourse on Canadian schooling by closely studying the life of one rural teacher, Elizabeth (Etmanski) Shalla, and several of her descendants by giving a glimpse into the one-room schoolhouse of yesteryear. More specifically, their first-hand experiences, as well as those of community members in western Renfrew County, sheds new light on geographical barriers to education and jurisdictional struggles between trustees and school inspectors and adds to the discourse on gender barriers and financial disparities in the struggle to obtain an, and maintain a life in, education on the rural Ontario frontier.

scholarly journals Climate Change, Agency Decision-Making, and the Resilience of Land-Based Livelihoods

2020 ◽  
Vol 12 (4) ◽  
pp. 711-727
Author(s):  
Corrine Noel Knapp ◽  
Shannon M. McNeeley ◽  
John Gioia ◽  
Trevor Even ◽  
Tyler Beeton
Keyword(s):  
Climate Change ◽  
Decision Making ◽  
Rural Communities ◽  
Change Agency ◽  
Bureau Of Land Management ◽  
Current Management ◽  
Management Policies ◽  
Management Changes ◽  
Collaborative Efforts ◽  
Adaptive Actions

AbstractMany rural communities in the western United States are surrounded by public lands and are dependent on these landscapes for their livelihoods. Climate change threatens to affect land-based livelihoods through both direct impacts and public land agency decision-making in response to impacts. This project was designed to understand how Bureau of Land Management (BLM) permittees, including ranching and recreation-based businesses in Colorado, are vulnerable to both climate change and management responses and how permittees and the BLM are adapting and could adapt to these changes. We conducted 60 interviews in two BLM field offices to gather permittee and agency employees’ observations of change, impacts, responses, and suggestions for adaptive actions. Data suggested that permittees are dependent on BLM lands and are sensitive to ecological and management changes and that current management policies and structures are often a constraint to adaptation. Managers and permittees are already seeing synergistic impacts, and the BLM has capacity to facilitate or constrain adaptation actions. Participants suggested increased flexibility at all scales, timelier within-season adjustments, and extension of current collaborative efforts to assist adaptation efforts and reduce impacts to these livelihoods.

Improving rural teachers' attitudes towards acceleration

2013 ◽  
Vol 31 (2) ◽  
pp. 154-161
Author(s):  
Jill M Olthouse
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Personal Experience ◽  
Gifted Students ◽  
Position Paper ◽  
Online Course ◽  
Rural Teachers ◽  
Educational Benefits ◽  
Experience Teaching ◽  
Teachers Attitudes

Gifted students see both educational benefits and barriers as a result of living in rural communities. Benefits include increased individual attention and community engagement; barriers include limited curricular options ( Lawrence, 2009 ). Acceleration is an option that has positive academic outcomes but is underused, especially in rural areas. Even teachers with experience teaching gifted students can be hesitant to recommend acceleration. This position paper, supported with evidence from the literature and from personal experience with an online course involving rural teachers, explains the objections teachers have to acceleration and why there is a need to improve rural teachers’ attitudes towards acceleration.

Impact of Students with Special Needs on Teachers in Rural Communities

1996 ◽  
Vol 15 (3) ◽  
pp. 25-33 ◽  
Author(s):  
Wanda A. R. Boyer ◽  
Helen Bandy
Keyword(s):  
Rural Communities ◽  
Human Resources ◽  
Special Needs ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Students With Special Needs ◽  
Rural Teachers ◽  
Remote Areas ◽  
Community Volunteers

In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.

Organizational Change, Normative Control Deinstitutionalization, and Corruption

2009 ◽  
Vol 19 (1) ◽  
pp. 105-130 ◽  
Author(s):  
Kelly D. Martin ◽  
Jean L. Johnson ◽  
John B. Cullen
Keyword(s):  
Organizational Change ◽  
Control System ◽  
Ethical Climate ◽  
Theoretical Framework ◽  
Business Environment ◽  
Anomie Theory ◽  
Managerial Implications ◽  
Ethical Climate Theory

ABSTRACT:Despite widespread attention to corruption and organizational change in the literature, to our knowledge, no research has attempted to understand the linkages between these two powerful organizational phenomena. Accordingly, we draw on major theories in ethics, sociology, and management to develop a theoretical framework for understanding how organizational change can sometimes generate corruption. We extend anomie theory and ethical climate theory to articulate the deinstitutionalization of the normative control system and argue that, through this deinstitutionalization, organizations have the potential to become incubators for corruption. We qualify this process by proposing conditions more ripe for anomie and under which this deinstitutionalization is more likely to occur, propounding moderating relationships that influence organizational reconfiguration. Examples of turbulence in the contemporary business environment that can trigger change highlight our discussion. We conclude with managerial implications, offering means by which the deleterious effects of corruption may be arrested or controlled.

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