| Abstract |
Public agencies and other funding organizations have often defined rural in reference to “urban” and using parameters such as population density, access to cities, and distance to market areas. Using such definitions of rurality within the context of K-12 education as a way to support these systems is challenging because of the diverse geographic and socio-cultural identities of these places despite a common “rural” designation. This study aims to analyze elementary teachers’ perceptions of their school context and role within that context to better understand the diversity of what it means to be rural. Semi-structured interviews with 3rd–5th-grade teachers (n = 35) were used. Data sources also included identity and community walk slides created by these teachers. Structured interview prompts were tailored to these activities. A priori and emergent coding analyses were used to examine teachers’ conception of their rural context and their role within that context. The results show that rural, as defined by teachers, is a diverse and connected place in which diverse community assets support teachers in their instruction in unique ways. By better understanding the diversity of what it means to be rural, we begin to understand the ways in which context shapes experience and best determine how to support rural educational experiences for both teachers and students. |
| Authors |
Martha Inouye   , Meghan Macias , Tuğba Boz , Min Jung Lee , Rebekah Hammack , Ashley Iveland , Natalie Johansen
|
| Journal Info |
Multidisciplinary Digital Publishing Institute | Education Sciences , vol: 14
, iss: 6
, pages: 645 - 645
|
| Publication Date |
6/14/2024 |
| ISSN |
2227-7102 |
Type |
article |
| Open Access |
gold
|
| DOI |
https://doi.org/10.3390/educsci14060645 |
| Keywords |
Rural and Regional Education (Score: 0.597271)
|
