School Violence among Children and Adolescents in Rural Communities

2016 ◽  
pp. 78-94
Author(s):  
Michelle F. Wright
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Children And Adolescents ◽  
School Violence ◽  
Urban Areas ◽  
The United States ◽  
Rural School ◽  
School Shootings ◽  
Future Research ◽  
Rural School Districts

School violence gained increased attention after highly publicized school shootings occurred in a variety of different school districts across the United States. Some of these school shootings occurred in nonurban communities, suggesting that such violence can occur in all areas, even those originally thought to be immune to such violence. As a result of these incidences, more research was conducted on school violence in nonurban communities and it quickly became clear that children and adolescents from rural school districts were often exposed to school violence at similar levels as those children and adolescents from urban areas. The aim of this chapter was to review research concerning school violence among children and adolescents in rural school districts, and to make recommendations for policy and school violence reduction programs as well as future research.

scholarly journals Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia

2019 ◽  
Vol 40 (2) ◽  
pp. 12-22 ◽  
Author(s):  
Robert Mitchell ◽  
Allison Wynhoff Olsen ◽  
Patrick Hampton ◽  
James Hicks ◽  
Danette Long ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Rural Communities ◽  
School Districts ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Rural School Districts ◽  
Preparation Programs ◽  
Initial Exposure ◽  
The U.S

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.

scholarly journals The Fiscal Effects of Tax Increment Financing on Rural School Districts: The Case of Iowa

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199114
Author(s):  
Phuong Nguyen-Hoang
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Property Tax ◽  
Rural School ◽  
Tax Rates ◽  
Rural School Districts ◽  
Tax Increment Financing ◽  
Tax Base ◽  
Positive Effects ◽  
Development Tool

Tax increment financing (TIF)—an economic (re)development tool originally designed for urban cities—has been available to rural communities for decades. This is the first study to focus solely on TIF in rural school districts, to examine TIF effects on school districts’ property tax base and rates, and to conduct event-study estimations of TIF effects. The study finds that TIF has mostly positive effects on rural school districts’ property tax base and mixed effects on property tax rates, and that TIF-induced increases in tax base come primarily from residential property and slightly from commercial property. The study’s findings assert the importance of returned excess increment if rural school districts in Iowa and many other states are to benefit from TIF.

Using Community Conversations to Inform Transition Education in Rural Communities

2020 ◽  
pp. 002246692095033
Author(s):  
Erik W. Carter ◽  
Michele A. Schutz ◽  
Shimul A. Gajjar ◽  
Erin A. Maves ◽  
Jennifer L. Bumble ◽  
...  
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Local Community ◽  
Community Partnerships ◽  
Rural School ◽  
Rural School Districts ◽  
Youth With Disabilities ◽  
Transition Outcomes

Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed the diverse ideas ( n = 656) for preparing youth with disabilities for adulthood generated by a cross section of the local community in five participating rural school districts. Although practices related to employment and family engagement were prominent, fewer suggestions addressed postsecondary education and community living. Perceptions of existing school–community partnerships varied within and across districts. We offer recommendations for research and practice aimed at strengthening the capacity of rural communities to prepare their students with disabilities well for life after high school.

Special Education Policy Change

2017 ◽  
Vol 36 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Brenda L. Barrio
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
School Districts ◽  
Policy Change ◽  
Rural Areas ◽  
English Language ◽  
The United States ◽  
Rural School ◽  
Disproportionate Representation ◽  
Rural School Districts

Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.

scholarly journals Fiscal Trends and Enrollment Change in Rural School Districts

1980 ◽  
Vol 9 (2) ◽  
pp. 102-107
Author(s):  
Theodore R. Alter ◽  
Dan E. Moore
Keyword(s):  
School Districts ◽  
Growth Rates ◽  
Urban Areas ◽  
Metropolitan Areas ◽  
The United States ◽  
Rural School Districts ◽  
Demographic Trend ◽  
Population Growth Rates ◽  
Socioeconomic Characteristics ◽  
Metropolitan Growth

Until recently, the dominant demographic trend in the United States had been an increasing flow of people from rural to urban areas and a concentration of population in the nation's cities. Early in the 1970s, however, it became clear that this historically dominant trend had been reversed. People were leaving the cities for the countryside, and nonmetropolitan areas were experiencing higher population growth rates than metropolitan areas. The now familiar “turnaround” along with the socioeconomic characteristics of metro to nonmetro migrants and their reasons for moving has been well documented in the literature (Beale, 1975; Zuiches and Brown; Fugitt and Voss). Most evidence indicates that this trend emerges from a decline in metropolitan growth rates and an increase in nonmetropolitan growth rates originating twenty to thirty years ago, and is likely to be with us for some time into the future (Fugitt and Voss, pp. 10 and 37).

Preparation of teachers to work with communicatively handicapped students in rural schools

1986 ◽  
Vol 7 (3) ◽  
pp. 6-9 ◽  
Author(s):  
Ann Beth Sarachan-Deily
Keyword(s):  
New York ◽  
School Districts ◽  
Rural Schools ◽  
Rural Areas ◽  
Communication Disorders ◽  
The United States ◽  
Rural School ◽  
Academic Disciplines ◽  
Rural School Districts ◽  
Service Levels

There is a shortage of qualified speech-language pathologists in rural school districts throughout the United States. As a result, many communicatively handicapped students in rural areas are underserved. The need for information concerning communication disorders in rural areas, at both the preservice and in service levels, has become critical. The results of a three-year collaborative project between The College of Saint Rose and fifteen rural school districts in upstate New York are presented, with implications for other universities, rural school districts, and academic disciplines. Suggestions for using collaborative strategies in preparing communication disordered students to work in rural schools, and needs for the future are discussed.

scholarly journals One Head – Many Hats: Expectations of a Rural Superintendent

2015 ◽  
Author(s):  
Jim Copeland
Keyword(s):  
Rural Communities ◽  
Community Involvement ◽  
The United States ◽  
Rural School ◽  
Board Members ◽  
Rural School Districts ◽  
Administrator Training ◽  
School Superintendents ◽  
School Board Members ◽  
Rural School Administration

Although urban and suburban school superintendents serve the largest group of students in terms of sheer numbers of schoolchildren, there are actually more superintendents serving in rural school districts in the United States. I examined the expected roles or “hats” of the rural superintendent by collecting data from several districts located in NE Colorado. Interviews of school board members and superintendents provided data, which suggested that the expected roles of a rural superintendent are multiple and varied. Five major themes or “hats” emerged that rural communities expected their superintendent to wear. These themes or hats included those of manager, planner, listener, communicator, and community involvement. Included in each of these major themes were many subcategories of hats that are forced on the heads of rural superintendents by their communities and by events that occur daily. This study suggests that there are differences in the expectations of rural superintendents from those serving urban or suburban districts. Administrator training programs at colleges and universities might better serve those students aspiring to rural superintendent positions by offering a specialization in rural school administration or at least offering a separate course designed to cover these unique expectations.

scholarly journals Retaining Science Teachers in Rural School Districts: Examining the Unintended Consequences of the No Child Left Behind Act

2017 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
James R Harrington
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Science Teachers ◽  
Urban Areas ◽  
Empirical Studies ◽  
Rural School ◽  
Unintended Consequences ◽  
Rural School Districts ◽  
Left Behind ◽  
The Impact

Previous case studies find that rural school districts have been struggling to recruit and retain high quality teachers after the implementation of the No Child Left Behind Act (NCLB). Scholars and practitioners argue this labor market problem is even more dire in hard-to-recruit subject areas such as science and mathematics. While there is ample antidotal evidence, there is still no empirical studies that have leveraged a longitudinal dataset to estimate the impact of NCLB on teacher retention in rural school districts. To better examine the intended and unintended consequences of NCLB, this study leverages a longitudinal statewide panel dataset at the district level to examine the capability of rural school districts to recruit and retain science teachers. We find that rural school districts near metropolitan or micropolitan statistical areas employed fewer science teachers after the NCLB passage, while remote rural school districts did not experience a decline. This article highlights that rural school districts have differential effects on their ability to recruit and retain science teachers based on their proximity to urban areas.

scholarly journals Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs

2021 ◽  
Vol 18 (1) ◽  
pp. 75-112
Author(s):  
Shoshannah Hernandez
Keyword(s):  
School Districts ◽  
Teacher Identity ◽  
Self Efficacy ◽  
Urban Areas ◽  
English Language ◽  
The United States ◽  
Language Learner ◽  
Rural School Districts ◽  
Teacher Responsibility ◽  
Mainstream Classrooms

The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms. This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.  

scholarly journals Presentation, Management, and Outcomes across the Rural-Urban Continuum for Hepatocellular Carcinoma

2020 ◽  
Author(s):  
Kali Zhou ◽  
Trevor A Pickering ◽  
Christina S Gainey ◽  
Myles Cockburn ◽  
Mariana C Stern ◽  
...  
Keyword(s):  
Hepatocellular Carcinoma ◽  
Rural Communities ◽  
Urban Areas ◽  
Tumor Stage ◽  
The United States ◽  
Population Based ◽  
Urban Residents ◽  
Place Of Residence ◽  
Incidence And Mortality ◽  
Receive Treatment

Abstract Background Hepatocellular carcinoma is one of few cancers with rising incidence and mortality in the United States. Little is known about disease presentation and outcomes across the rural-urban continuum. Methods Using the population-based SEER registry, we identified adults with incident hepatocellular carcinoma between 2000–2016. Urban, suburban and rural residence at time of cancer diagnosis were categorized by the Census Bureau’s percent of the population living in non-urban areas. We examined association between place of residence and overall survival. Secondary outcomes were late tumor stage and receipt of therapy. Results Of 83,368 cases, 75.8%, 20.4%, and 3.8% lived in urban, suburban, and rural communities, respectively. Median survival was 7 months (IQR 2–24). All stage and stage-specific survival differed by place of residence, except for distant stage. In adjusted models, rural and suburban residents had a respective 1.09-fold (95% CI = 1.04–1.14, p < .001) and 1.08-fold (95% CI = 1.05–1.10, p < .001) increased hazard of overall mortality as compared to urban residents. Furthermore, rural and suburban residents had 18% (OR = 1.18, 95% CI 1.10–1.27, p < .001) and 5% (OR = 1.05, 95% CI = 1.02–1.09, p = .003) higher odds of diagnosis at late stage and were 12% (OR = 0.88, 95% CI = 0.80–0.94, p < .001) and 8% (OR = 0.92, 95% CI = 0.88–0.95, p < .001) less likely to receive treatment, respectively, compared to urban residents. Conclusions Residence in a suburban and rural community at time of diagnosis was independently associated with worse indicators across the cancer continuum for liver cancer. Further research is needed to elucidate the primary drivers of these rural-urban disparities.

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