scholarly journals “From School of Crisis to Distinguished”

2020 ◽  
Vol 41 (1) ◽  
pp. 8-19
Author(s):  
Molly Fisher ◽  
Ben Crawford
Keyword(s):  
United States ◽  
Student Achievement ◽  
Elementary School ◽  
Rural Area ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Hierarchy Of Needs ◽  
Accountability Measures ◽  
Promising Practice

Despite conditions that would work against a small and rural school in an impoverish rural area of the United States, Fairway Elementary School has managed to excel in its accountability measures. Through interviews with faculty, staff, teachers, students, and parents of children at Fairway Elementary School a model was developed through the lens of Maslow’s Hierarchy of Needs. It was found that a new administrator at the school started with the physiological needs of the children and are now working within the esteem stage of Maslow’s Hierarchy. Details from each stage of the hierarchy are provided as a promising practice for other rural schools. Fairway Elementary continues to succeed in their efforts to improve not only student achievement, but the culture of their school within an impoverished community.

scholarly journals Rural School Consolidation

2018 ◽  
Vol 27 (2) ◽  
Author(s):  
Joe Bard ◽  
Clark Gardener ◽  
Regi Wieland
Keyword(s):  
Student Achievement ◽  
Rural Communities ◽  
Rural Schools ◽  
School Size ◽  
Economies Of Scale ◽  
Task Force ◽  
The United States ◽  
Rural School ◽  
School Consolidation ◽  
Policy Makers

The consolidation of rural schools in the United States has been a controversial topic for policy-makers, school administrators, and rural communities since the 1800s. At issue in the consolidation movement have been concerns of efficiency, economics, student achievement, school size, and community identity. Throughout the history of schooling in America, school consolidation has been a way to solve rural issues in the eyes of policy makers and many education officials. Today, faced with declining enrollments and financial cutbacks, many rural schools and communities continue to deal with challenges associated with possible school reorganizations and consolidations. This paper, developed by the NREA Consolidation Task Force, provides a review of the literature on rural school consolidation, defines consolidation, addresses current research and issues related to consolidation with respect to school size, economies of scale, and student achievement, and concludes with proposed recommendations for the NREA Executive Board.  

City on a Hill: American Exceptionalism and the Elect Nation

2000 ◽  
Vol 36 ◽  
pp. 299-318
Author(s):  
J. R. Oldfield
Keyword(s):  
United States ◽  
Elementary School ◽  
South Carolina ◽  
American Exceptionalism ◽  
The United States ◽  
National Anthem ◽  
Pledge Of Allegiance ◽  
American Flag

Some years ago I was invited to spend a day in an elementary school in Columbia, South Carolina. The day began, as I imagine every day began, with the national anthem and the pledge of allegiance to the American flag. The children then sang a song, a ditty really, which began as it ended with the simple refrain: ‘I am special’. Later I was shown some of the work the class had been doing. Across the back of the room were pinned up the children’s attempts to answer a question that had been exercising me, namely what was special about the United States. Some of the responses were fairly predictable. America was special, one seven-year-old wrote, because it was a democracy. Others singled out freedom or liberty as their country’s unique virtue. One brave soul boldly asserted that America was special because Americans were rich, while another thought the secret had something to do with happiness.

scholarly journals Physical Activity and Screen-Time Viewing Among Elementary School–Aged Children in the United States From 2009 to 2010

2013 ◽  
Vol 167 (3) ◽  
pp. 223 ◽  
Author(s):  
Tala H. I. Fakhouri ◽  
Jeffery P. Hughes ◽  
Debra J. Brody ◽  
Brian K. Kit ◽  
Cynthia L. Ogden
Keyword(s):  
Physical Activity ◽  
United States ◽  
Elementary School ◽  
Screen Time ◽  
The United States ◽  
School Aged Children

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Extending Educational Opportunities in Rural Areas

2010 ◽  
pp. 276-294
Author(s):  
Wallace Hannum ◽  
Matthew Irvin ◽  
Claire de la Varre
Keyword(s):  
United States ◽  
Distance Education ◽  
Rural Communities ◽  
Rural Schools ◽  
Rural Areas ◽  
The United States ◽  
Further Education ◽  
Educational Opportunities ◽  
Qualified Teachers ◽  
Declining Populations

Rural schools in many countries face problems in providing educational opportunities to children and youth for a variety of reasons. There has been the tendency in many countries to migrate to urban areas, often in search of better economic opportunities. The resulting shift from rural areas to urban/suburban areas has placed increased pressures on schools in rural communities. Schools often form the hub of social and civic activity in rural communities. Although they are an important component to rural communities, many rural schools are struggling under the weight of declining populations, declining budgets, staffing difficulties, and increased pressures to better prepare students for the workforce or further education. Rural schools face particular difficulties in attracting and retaining qualified teachers. Faced with problems of providing a comprehensive curriculum and qualified teachers, many rural schools in the United States have turned to distance education. This case explores the use of distance education in the United States through a national survey of distance education use, analysis of barriers to distance education and an experimental study of enhancing distance education through more appropriate training of local facilitators to support students.

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