| Author | : Kai A. Schafft |
| Publisher | : Penn State Press |
| Total Pages | : 330 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 0271036826 |
"A collection of essays examining the various social, cultural, and economic intersections of rural place and global space, as viewed through the lens of education. Explores practices that offer both problems and possibilities for the future of rural schools and communities, in the United States and abroad"--Provided by publisher.
| Author | : David L. Brown |
| Publisher | : Polity |
| Total Pages | : 272 |
| Release | : 2011-03-14 |
| Genre | : History |
| ISBN | : 0745641288 |
Rural people and communities continue to play important social, economic and environmental roles at a time in which societies are rapidly urbanizing, and the identities of local places are increasingly subsumed by flows of people, information and economic activity across global spaces. However, while the organization of rural life has been fundamentally transformed by institutional and social changes that have occurred since the mid-twentieth century, rural people and communities have proved resilient in the face of these transformations. This book examines the causes and consequences of major social and economic changes affecting rural communities and populations during the first decades of the twenty-first century, and explores policies developed to ameliorate problems or enhance opportunities. Primarily focused on the U.S. context, while also providing international comparative discussion, the book is organized into five sections each of which explores both socio-demographic and political economic aspects of rural transformation. It features an accessible and up-to-date blend of theory and empirical analysis, with each chapter's discussion grounded in real-life situations through the use of empirical case-study materials. Rural People and Communities in the 21st Century is intended for advanced undergraduate and graduate courses in rural sociology, community sociology, rural and/or population geography, community development, and population studies.
| Author | : Sheneka M. Williams |
| Publisher | : IAP |
| Total Pages | : 171 |
| Release | : 2015-11-01 |
| Genre | : Education |
| ISBN | : 1681232502 |
The impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts. There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one?third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28). This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro?level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro?level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.
| Author | : Mara Casey Tieken |
| Publisher | : UNC Press Books |
| Total Pages | : 247 |
| Release | : 2014 |
| Genre | : Education |
| ISBN | : 1469618486 |
Why Rural Schools Matter
| Author | : Paul Manna |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 434 |
| Release | : 2013-01-03 |
| Genre | : Education |
| ISBN | : 0815723954 |
A Brookings Institution Press with the Thomas B. Fordham Institute and the Center for American Progress publication America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor’s Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn
| Author | : Nina Glasgow |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 388 |
| Release | : 2012-12-14 |
| Genre | : Family & Relationships |
| ISBN | : 9400755678 |
This book investigates sociological, demographic and geographic aspects of aging in rural and nonmetropolitan areas of the United States. Population aging is one of the most important trends of the 20th and 21st centuries, and it is occurring worldwide, especially in more developed countries such as the United States. Population aging is more rapid in rural than urban areas of the U.S. In 2010, 15 percent of the nonmetropolitan compared to 12 percent of the metropolitan population were 65 years of age and older. By definition rural communities have smaller sized populations, and more limited healthcare, transportation and other aging-relevant services than do urban areas. It is thus especially important to study and understand aging in rural environments. Rural Aging in 21st Century America contributes evidence-based, policy-relevant information on rural aging in the U.S. A primary objective of the book is to improve understanding of what makes the experience of rural aging different from aging in urban areas and to increase understanding of the aged change the nature of rural places. The book addresses unique features of rural aging across economic, racial/ethnic, migration and other structures and patterns, all with a focus on debunking myths about rural aging and to emphasize opportunities and challenges that rural places and older people experience.
| Author | : Dan Wang |
| Publisher | : Lexington Books |
| Total Pages | : 164 |
| Release | : 2013-05-16 |
| Genre | : Education |
| ISBN | : 0739169432 |
The educational system in China is marked by its dramatic inequality between rural and urban schools. The challenges facing rural schools are usually understood as disadvantages in funding, facilities, and staffing, which consequently result in undesirable student performance in general. This book, however, penetrates these phenomena on the surface and brings forth a much deeper moral crisis in rural education, a crisis that is entrenched in the complicated interlocking of formal and informal institutions within and beyond the school. The Demoralization of Teachers describes the work and workplace in a rural school from the perspective of teachers who were working there. It faithfully depicts the lamentable state of teachers’ work morale in the school and, little by little as if a detective story, reveals the reasons for the teachers’ demoralization by vivid narratives. The book demonstrates the profound impact on the meanings of teaching exerted by the state curriculum reform, the formal and informal norms and regulations in the school, and the erosion of moral integrity in the state bureaucracy and the society at large. The crisis in the rural school stops to be a “rural” or educational problem in nature, but mirrors the societal-wide transformation in political economy as well as in ideology in the current reform China. The sheer complexity of the moral crisis in this ethnography calls for renewed efforts to identify and investigate the educational problems in rural China from fresh theoretical perspectives that situate rural education in broader historical and social contexts and processes.
| Author | : Fernando M. Reimers |
| Publisher | : Harvard Education Press |
| Total Pages | : 354 |
| Release | : 2019-01-02 |
| Genre | : Education |
| ISBN | : 161250924X |
This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. Teaching and Learning for the Twenty-First Century appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book’s crucial contribution to the burgeoning field of international education arises out of its special attention to first principles—and thus to first questions: As Reimers and Chung explain, “much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved.” These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book’s detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today.
| Author | : Dilshad Ashraf |
| Publisher | : Lexington Books |
| Total Pages | : 243 |
| Release | : 2016-12-19 |
| Genre | : Education |
| ISBN | : 1498505341 |
In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are both symbolic of wider ranging cultural and political battles over morals, modernity, development, gender and the rule of law. Educational Policies in Pakistan, Afghanistan, and Tajikistan: Contested Terrain in the Twenty-First Century is about both the normative battles over the purpose of education, as well as about the structural impediments to providing instruction in those remote and challenging locations where it is attempted. The analytical frames in this collection come primarily from the social sciences and comparative education. Contributors examine education, policy, processes and structures in the broader socio-cultural, religious and economic context of three countries sharing somewhat similar colonial and post- colonial legacy and current uprising of extreme religious positions and a drive to social-cohesion.
