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Working with What They Have: Professional Development as a Reform Strategy in Rural Schools
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Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne – Journal of Research in Rural Education, 2015
In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students…
Descriptors: Rural Schools, Faculty Development, Inservice Teacher Education, Teacher Effectiveness
Mentored Research in a Tribal College Setting: The Northern Cheyenne Case
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Ward, Carol; Jones, Kacey Widdison; Coles, Ryan; Rich, Loren; Knapp, Stan; Madsen, Robert – Journal of Research in Rural Education, 2014
The current study, which focuses on mentored research experiences of freshmen and sophomores at the tribal college of the Northern Cheyenne Nation, responds to the call by Ovink and Veazey (2011) for additional study of effective strategies for providing both mentoring and research experiences for minority undergraduates. We use qualitative…
Descriptors: College Freshmen, Tribally Controlled Education, Tribes, Mentors
Rural School Success: What Can We Learn?
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Barley, Zoe A.; Beesley, Andrea D. – Journal of Research in Rural Education, 2007
This article reports on an exploratory study of the factors perceived by school personnel to contribute to success in high-performing, high-needs (HPHN) rural schools. It is based on earlier research in HPHN schools that identified 4 key components of success (leadership, instruction, professional community, and school environment) and explored…
Descriptors: Program Effectiveness, School Holding Power, School Personnel, Leadership
Using Evaluation to Ensure Quality Professional Development in Rural Schools
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Mitchem, Katherine; Wells, Deborah; Wells, John – Journal of Research in Rural Education, 2003
Professional development practices implemented in rural school systems have often led nowhere. These practices seem to produce adult learning activities with few results other than participants' mounting frustration and another innovation left by the wayside. To encourage the development of productive professional development, many studies are…
Descriptors: Rural Schools, Adult Learning, Professional Development, Program Evaluation
Networking for the Nuts and Bolts: The Ironies of Professional Development for Rural Principals.
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Howley, Aimee; Chadwick, Kristine; Howley, Caitlin – Journal of Research in Rural Education, 2002
An evaluation of an Ohio professional development program for beginning rural principals interviewed and observed 23 principals and mentors in 3 study groups. Participants valued mentoring and networking activities, noting they mitigated professional isolation. Participants preferred "unofficial" activities focused on practical problems…
Descriptors: Administrator Attitudes, Administrator Education, Beginning Principals, Collegiality
TeamMates: A Model To Support Mentoring in Rural Schools.
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Dappen, Leon; Isernhagen, Jody C. – Journal of Research in Rural Education, 2002
A study examined whether the characteristics of rural communities would limit success of a statewide mentoring program in Nebraska. Surveys of 1,490 students, parents, mentors, and teachers in 10 rural and 23 nonrural schools indicated similar positive changes in student behavior in rural and nonrural schools. Provision of mentors and staff by…
Descriptors: Academic Achievement, Adult Child Relationship, Behavior Change, Community Involvement