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Relevant bibliographies by topics / Rural schools – United States

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Academic literature on the topic 'Rural schools – United States'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Rural schools – United States"

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Miller, Peter M., Martin K. Scanlan, and Kate Phillippo. "Rural Cross-Sector Collaboration." American Educational Research Journal 54, no. 1_suppl (2017): 193S—215S. http://dx.doi.org/10.3102/0002831216665188.

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Schools throughout the United States apply comprehensive community partnership strategies to address students’ in- and out-of-school needs. Drawing from models like the Harlem Children’s Zone, Promise Neighborhoods, and full-service community schools, such strategies call for diverse professionals to reach beyond their own organizations to collaborate with complementary partners. Extant research on cross-sector collaboration focuses disproportionately on urban settings. This qualitative study examined three years of cross-sector collaboration in “Midvale,” a rural community in the western United States. Applying the conceptual framework of social frontiers, it illuminates how issues of difference, competition, and resource constraint impacted cross-sector collaboration in Midvale’s rural context.

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Chambers, Crystal, Loni Crumb, and Christie Harris. "A Call for Dreamkeepers in Rural United States." Theory & Practice in Rural Education 9, no. 1 (2019): 7–22. http://dx.doi.org/10.3776/tpre.2019.v9n1p7-22.

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Highly effective teachers not only are the percolators of student dreams but also actively convey their hopes and dreams, catalyzing student dreams of further education. Within rural education contexts, there are not enough Dreamkeepers—teachers, counselors, and other school personnel who inspire student success. This article explores the college aspiration gap among ninth graders by population density. The authors posit that the college enrollment gap between urban/suburban and town/rural students is correlated with this aspiration gap, which in turn is fueled by a lack of Dreamkeepers. They explored this using the High School Longitudinal Survey of 2009, comparing student postsecondary aspirations by locale and connecting those to student perceptions of their teachers’ expectations for their success. Differences emerged between urban and rural students concerning the intensity with which ninth graders perceived teachers’ expectations for their future successes. This article begins with a contextual discussion of social perceptions of urbanicity compared to rurality and then turns to a discussion of rural students’ college aspirations and the role of families and schools therein. Implications for further research and practice are discussed.

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Willgerodt, Mayumi A., Douglas M. Brock, and Erin D. Maughan. "Public School Nursing Practice in the United States." Journal of School Nursing 34, no. 3 (2018): 232–44. http://dx.doi.org/10.1177/1059840517752456.

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School nursing practice has changed dramatically over the past 20 years, yet few nationally representative investigations describing the school nursing workforce have been conducted. The National School Nurse Workforce Study describes the demographic and school nursing practice patterns among self-reported public school nurses and the number and full-time equivalent (FTE) positions of all school nurses in the United States. Using a random sample stratified by public/private, region, school level, and urban/rural status from two large national data sets, we report on weighted survey responses of 1,062 public schools. Additional questions were administered to estimate the school nurse population and FTEs. Findings reported illustrate differences by strata in public school nurse demographics, practice patterns, and nursing activities and tasks. We estimate approximately 132,300 self-identified practicing public and private school nurses and 95,800 FTEs of school nurses in the United States. Research, policy, and school nursing practice implications are discussed.

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Stoddard, Christiana, and Eugenia F. Toma. "Introduction to Special Topic: Rural Education Finance and Policy." AERA Open 7 (January 2021): 233285842110116. http://dx.doi.org/10.1177/23328584211011607.

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This special topic takes stock of the current state of rural education finance and policy research. Taken together the articles in this special topic highlight a major point. Rural districts and schools not only differ from those in urban areas but also differ from one another. This is perhaps not surprising given the heterogeneity of school size, community size, demographics, and the degree of rurality of schools across the United States. The articles pose a challenge for policymakers. Policies that serve one state or one rural community may not be relevant or helpful to another. Policy solutions must recognize the diversity of education challenges across and within states.

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Fogle, Lyn Wright, and Kelly Moser. "Language Teacher Identities in the Southern United States: Transforming Rural Schools." Journal of Language, Identity & Education 16, no. 2 (2017): 65–79. http://dx.doi.org/10.1080/15348458.2016.1277147.

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Mu, Lan, Yusi Liu, Donglan Zhang, et al. "Rurality and Origin–Destination Trajectories of Medical School Application and Matriculation in the United States." ISPRS International Journal of Geo-Information 10, no. 6 (2021): 417. http://dx.doi.org/10.3390/ijgi10060417.

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Physician shortages are more pronounced in rural than in urban areas. The geography of medical school application and matriculation could provide insights into geographic differences in physician availability. Using data from the Association of American Medical Colleges (AAMC), we conducted geospatial analyses, and developed origin–destination (O–D) trajectories and conceptual graphs to understand the root cause of rural physician shortages. Geographic disparities exist at a significant level in medical school applications in the US. The total number of medical school applications increased by 38% from 2001 to 2015, but the number had decreased by 2% in completely rural counties. Most counties with no medical school applicants were in rural areas (88%). Rurality had a significant negative association with the application rate and explained 15.3% of the variation at the county level. The number of medical school applications in a county was disproportional to the population by rurality. Applicants from completely rural counties (2% of the US population) represented less than 1% of the total medical school applications. Our results can inform recruitment strategies for new medical school students, elucidate location decisions of new medical schools, provide recommendations to close the rural–urban gap in medical school applications, and reduce physician shortages in rural areas.

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Sarachan-Deily, Ann Beth. "Preparation of teachers to work with communicatively handicapped students in rural schools." Rural Special Education Quarterly 7, no. 3 (1986): 6–9. http://dx.doi.org/10.1177/875687058600700303.

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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.

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Mitchell, Robert, Allison Wynhoff Olsen, Patrick Hampton, James Hicks, Danette Long, and Kristofer Olsen. "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." Rural Educator 40, no. 2 (2019): 12–22. http://dx.doi.org/10.35608/ruraled.v40i2.847.

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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.

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McLeskey, James, E. Scott Huebner, and Jack A. Cummings. "Rural School Psychology in the United States." School Psychology International 7, no. 1 (1986): 20–26. http://dx.doi.org/10.1177/014303438600700103.

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The unique ecology of rural settings results in difficulty with regard to the delivery of psychological services. The investigation reported herein was designed to determine the particular problems which are perceived as most extreme by school psychologists from the United States practising in rural areas of four selected states. Psychologists were asked to rank ten problem statements from most to least severe in relation to their job setting. Results reveal that limited accessibility to community resources, lack of understanding of exceptional children by parents or school staff, heavy caseload, and limited availability of alternative special education programme options were the most severe problems faced by school psychologists in the settings surveyed. The implications of these problems for the training of school psychologists and for professional practice are discussed.

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Shankar, P. Ravi, Arun K. Dubey, Atanu Nandy, Burton L. Herz, and Brian W. Little. "Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school." F1000Research 3 (December 10, 2014): 301. http://dx.doi.org/10.12688/f1000research.5927.1.

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Introduction: Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care. Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation. Methods: The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied.Results: Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth. Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues.Conclusions: About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce.

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Dissertations / Theses on the topic "Rural schools – United States"

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Smith, Martin Dunbar Kinnucan Henry W. "An analysis of the No Child Left Behind Act using gradual switching regressions." Auburn, Ala, 2009. http://hdl.handle.net/10415/1789.

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Lane, Michael A. Baker Paul J. "No Child Left Behind implementation challenges for the rural public school district superintendent /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134071&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705329&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.

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Kelley, Rhonda Denise. "Ability Grouping and Student Achievement in Four Rural Elementary Schools in the Southern United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5016.

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School personnel are concerned that reading gaps of grade 3 and grade 4 students have persisted in 4 rural elementary schools in the southern United States despite the use of ability grouping to improve student reading proficiency scores. Between the 2014-2016 school years, less than 50% of students in grades 3 and grade 4 scored at the proficient level in reading at the 4 target rural schools. The purpose of this qualitative case study was to examine the teachers' and administrators' perceptions regarding the influence of grouping on the reading performance of students in grades 3 and 4. Using Vygotsky's framework, the research investigated teachers' and administrators' perceptions of grouping and nongrouping in relation to students' reading progress, socioeconomic status, and achievement gaps between minority and non-minority students. Using purposeful sampling, interview data were collected from 4 administrators who met the criteria of working in a target site that used ability and nonability grouping. Teacher data came from focus groups, and surveys from 15 teacher participants who met the criteria of being certified in English Language Arts, and assigned to Grades 3 and/or 4 in ability or nonability grouping environments. Using emergent coding, themes supported the findings that assessment strategies are positively and negatively perceived, nonability grouping is preferred, reading achievement is perceived as higher in nonability grouping, and gaps in learning are influenced by socioeconomic status. Based on this research the use of nonability grouping may promote greater positive social change that will enhance student success in reading.

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Richardson, Tavis. "The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/128.

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The purpose of this qualitative case study was to investigate the impact of a Title I Comprehensive Plan on factors that affect the learning and the success of a Title I school, such as administrative support, student discipline, parental engagement, professional development, class size, and attendance. Annual District Parent and Teacher Surveys, INow attendance reports, INOW discipline reports, ACT Aspire Testing data, and Ident-A-Kit school signature documents were analyzed and observations were made in order to acquire information concerning the success of the Title One Comprehensive Plan in a Title I school. This type of research involves emerging questions and procedures, data analysis inductively building from particulars to general themes, and the researcher interpreting the data (Creswell, 2008). The results of this study aims to influence and assist school leaders and teachers’ efforts to promote students’ academic success within Title I environments. The findings from this research will provide teachers, students and educational leaders with an opportunity for understanding how students in Title I identified school succeed. One elementary school in the eastern region of the United States was used in the study. This school is pre-kindergarten through fifth school that has been a Title I for several years. The school serves over 750 students. The time frame for this research project was two months. The findings of this study add supporting evidence to the influence of the independent variables. The results of this study show that the researcher identified four dominant themes that appeared during the study. Professional development, student attendance, class size, and high expectation on student achievement were the common themes that support the importance of the independent variables on factors that have an impact on the success of the Title I Comprehensive Plan on a Title I school.

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Brown, Brian Edward. "No child left behind? a socioeconomic comparison of urban, suburban and rural school systems in Ohio /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=942.

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Lamb, John Hamilton. "The experiences of a rural Mississippi mathematics teacher a case study /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04062006-123912.

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Stout, Lance D. "Seeking Funds of Knowledge: perceptions of Latino families in a rural school district in the Midwest United States." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/5154.

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The Latino population represents the fastest growing ethnic population in the United States (U.S. Census Bureau, 2007). Schools across the U.S. are experiencing growing numbers of Latino and mixed ethnicities. School districts are being challenged to provide English language resources to assist all children in obtaining quality learning experiences. In addition, the need for cultural support and advocacy from their public schools is necessary. By learning how to better understand Latinos, school districts can strengthen their relationships with this culture by considering how these families interact with the schools. In an attempt to better comprehend the worlds that Latino families negotiate daily, the Funds of Knowledge framework served as a lens to understand every day practices and ways of knowing what occurs in Latino family homes. Social Capital was the second theoretical lens used in order to view and understand the social networks utilized by Latino families on a regular basis. This study indicated how schools have a unique vantage point and obligation in understanding children and families that they serve. The findings clearly showed the significant funds of knowledge and social capital needs found within three Latino households in southwestern Kansas. First, Las Familias was the most impressive factor; these families possessed an intense attitude of togetherness. Second, the Latino parents understood English quite well but were too embarrassed to speak it. And last, the young people from these families navigate two worlds every day. At home, the Mexican culture is present; outside the home, American values and customs are everywhere.<br>Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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Midock, Randall L. "Family correlates of career maturity attitudes in rural high school students with learning disabilities." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163929/.

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Wood, Patricia Loretta. "Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.

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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.

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Kohlhepp, Beverly Mary. "National legislation and educational provision for children with special needs : a comparative study of the impact of legislation on primary schools in selected rural areas of England and the United States through 1985." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384978.

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Books on the topic "Rural schools – United States"

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Educational opportunity in rural contexts: The politics of place. Information Age Publishing, Inc., 2016.

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Harroff, Stephen Bowers. The Amish schools of Indiana: Faith in education. Purdue University Press, 2004.

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A hard country and a lonely place: Schooling, society, and reform in rural Virginia, 1870-1920. University of North Carolina Press, 1986.

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ESEA reauthorization: Rural high school reform : field hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session ... July 23, 2010 (Gillette, WY). U.S. G.P.O., 2012.

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Bringing desegregation home: Memories of the struggle toward school integration in rural North Carolina. Palgrave Macmillan, 2009.

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United States. Congress. House. Committee on Resources. Secure Rural Schools and Community Self-determination Reauthorization Act of 2005: Report (to accompany H.R. 517) (including cost estimate of the Congressional Budget Office). U.S. G.P.O., 2005.

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United States. Congress. Senate. Committee on Energy and Natural Resources. Secure Rural Schools and payment in lieu of taxes: Hearing before the Committee on Energy and Natural Resources, United States Senate, One Hundred Thirteenth Congress, first session ... March 19, 2013. U.S. Government Printing Office, 2013.

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The Secure Rural Schools and Community Self-Determination Act of 2000: Hearing before the Subcommittee on Public Lands and Forests of the Committee on Energy and Natural Resources, United States Senate, One Hundred Ninth Congress, first session, to review the implementation of Titles I through III of Public Law 106-393, the Secure Rural Schools and Community Self-Determination Act of 2000, February 8, 2005. U.S. G.P.O., 2005.

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Teaching the commons: Place, pride, and the renewal of community. Westview Press, 1997.

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Secure Rural Schools and Community Self-determination Act: Hearings before the Subcommittee on Forests and Public Land Management of the Committee on Energy and Natural Resources, United States Senate, One Hundred Sixth Congress, first session, on S. 1608, to provide annual payments to the states and counties from National Forest System lands managed by the Forest Service, and ... October 5, 1999, October 19, 1999. U.S. G.P.O., 2000.

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Book chapters on the topic "Rural schools – United States"

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Autio, Elizabeth, and Theresa Deussen. "Recruiting Rural Schools for Education Research: Challenges and Strategies." In Rural Education Research in the United States. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_5.

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Glover, Todd A. "Investigating Teacher Professional Development with Distance Coaching to Promote Students’ Response to Reading Interventions in Rural Schools." In Rural Education Research in the United States. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_9.

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Sheridan, Susan M., Gina M. Kunz, Shannon Holmes, and Amanda Witte. "Family-School Partnerships in Rural Communities: Benefits, Exemplars, and Future Research." In Rural Education Research in the United States. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_14.

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Coyle, Kevin J. "Green Schools in the United States." In Green Schools Globally. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46820-0_21.

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Goins, R. Turner, S. Melinda Spencer, and Joshua C. Byrd. "Research on Rural Caregiving." In Rural Caregiving in the United States. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0302-9_7.

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Hanushek, Eric A. "United States: The Uphill Schools’ Struggle." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_11.

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AbstractThe United States has seen generally flat performance on both international and national tests. Moreover, the achievement gaps between disadvantaged and more advantaged students have been large and constant for a half century. The remarkable aspect of these outcomes is that federal and state programs have changed significantly—considerably greater resources, added school choice, test-based accountability, and school desegregation. Because of the importance of skills for the economy, it is important that the schools improve, but there is no indication of finding the set of policies that will do this.

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Notterman, Joseph M., and Henry N. Drewry. "The Quality of United States Schools." In Psychology and Education. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_2.

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Johnson, Thomas G. "Rural policy in the United States." In The Routledge handbook of comparative rural policy. Routledge, 2019. http://dx.doi.org/10.4324/9780429489075-32.

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Buckwalter, Kathleen C., and Linda L. Davis. "Elder Caregiving in Rural Communities." In Rural Caregiving in the United States. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0302-9_3.

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Greer, Tawanda M. "Addressing Disparities in Rural Health." In Rural Caregiving in the United States. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0302-9_5.

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Conference papers on the topic "Rural schools – United States"

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Rahmani, Ayad. "Urban Farming: Localizing Narratives." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.42.

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This paper will look at the historical and contemporary narratives behind urban farming. It will start with the transcendentalists (for this short paper limited to Thoreau) and their manner of seeing in the return to the land the capacity for social reform, and end with an examination of the ideas that have not only blurred the distinction between the urban and the rural, but that in doing so have spawned a new awareness and appreciation in local culture, including local food and slow food movements. Today community gardens across the United States are busy forging relations with nearby outfits, including restaurants and schools, serving as stewards of social, economic and intellectual growth.

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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.

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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

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Bokova, Tatiana N. "Analysis Of Contemporary Alternative Schools Functioning In The United States." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.11.

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Schneider, Jerry, Jeffrey Wagner, and Judy Connell. "Restoring Public Trust While Tearing Down Site in Rural Ohio." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7319.

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In the mid-1980s, the impact of three decades of uranium processing near rural Fernald, Ohio, 18 miles northwest of Cincinnati, became the centre of national public controversy. When a series of incidents at the uranium foundry brought to light the years of contamination to the environment and surrounding farmland communities, local citizens’ groups united and demanded a role in determining the plans for cleaning up the site. One citizens’ group, Fernald Residents for Environmental Safety and Health (FRESH), formed in 1984 following reports that nearly 300 pounds of enriched uranium oxide had been released from a dust-collector system, and three off-property wells south of the site were contaminated with uranium. For 22 years, FRESH monitored activities at Fernald and participated in the decision-making process with management and regulators. The job of FRESH ended on 19 January this year when the U.S. Secretary of Energy Samuel Bodman and U.S. Environmental Protection Agency Administrator Stephen Johnson — flanked by local, state, and national elected officials, and citizen-led environmental watchdog groups including FRESH — officially declared the Fernald Site clean of all nuclear contamination and open to public access. It marked the end of a remarkable turnaround in public confidence and trust that had attracted critical reports from around the world: the Cincinnati Enquirer; U.S. national news programs 60 Minutes, 20/20, Nightline, and 48 Hours; worldwide media outlets from the British Broadcasting Company and Canadian Broadcasting Company; Japanese newspapers; and German reporters. When personnel from Fluor arrived in 1992, the management team thought it understood the issues and concerns of each stakeholder group, and was determined to implement the decommissioning scope of work aggressively, confident that stakeholders would agree with its plans. This approach resulted in strained relationships with opinion leaders during the early months of Fluor’s contract. To forge better relationships, the U.S. Department of Energy (DOE) who owns the site, and Fluor embarked on three new strategies based on engaging citizens and interested stakeholder groups in the decision-making process. The first strategy was opening communication channels with site leadership, technical staff, and regulators. This strategy combined a strong public-information program with two-way communications between management and the community, soliciting and encouraging stakeholder participation early in the decision-making process. Fluor’s public-participation strategy exceeded the “check-the-box” approach common within the nuclear-weapons complex, and set a national standard that stands alone today. The second stakeholder-engagement strategy sprang from mending fences with the regulators and the community. The approach for dispositioning low-level waste was a 25-year plan to ship it off the site. Working with stakeholders, DOE and Fluor were able to convince the community to accept a plan to safely store waste permanently on site, which would save 15 years of cleanup and millions of dollars in cost. The third strategy addressed the potentially long delays in finalizing remedial action plans due to formal public comment periods and State and Federal regulatory approvals. Working closely with the U.S. and Ohio Environmental Protection Agencies (EPA) and other stakeholders, DOE and Fluor were able to secure approvals of five Records of Decision on time – a first for the DOE complex. Developing open and honest relationships with union leaders, the workforce, regulators and community groups played a major role in DOE and Fluor cleaning up and closing the site. Using lessons learned at Fernald, DOE was able to resolve challenges at other sites, including worker transition, labour disputes, and damaged relationships with regulators and the community. It took significant time early in the project to convince the workforce that their future lay in cleanup, not in holding out hope for production to resume. It took more time to repair relationships with Ohio regulators and the local community. Developing these relationships over the years required constant, open communications between site decision makers and stakeholders to identify issues and to overcome potential barriers. Fluor’s open public-participation strategy resulted in stakeholder consensus of five remedial-action plans that directed Fernald cleanup. This strategy included establishing a public-participation program that emphasized a shared-decision making process and abandoned the government’s traditional, non-participatory “Decide, Announce, Defend” approach. Fernald’s program became a model within the DOE complex for effective public participation. Fluor led the formation of the first DOE site-specific advisory board dedicated to remediation and closure. The board was successful at building consensus on critical issues affecting long-term site remediation, such as cleanup levels, waste disposal and final land use. Fluor created innovative public outreach tools, such as “Cleanopoly,” based on the Monopoly game, to help illustrate complex concepts, including risk levels, remediation techniques, and associated costs. These innovative tools helped DOE and Fluor gain stakeholder consensus on all cleanup plans. To commemorate the outstanding commitment of Fernald stakeholders to this massive environmental-restoration project, Fluor donated $20,000 to build the Weapons to Wetlands Grove overlooking the former 136-acre production area. The grove contains 24 trees, each dedicated to “[a] leader(s) behind the Fernald cleanup.” Over the years, Fluor, through the Fluor Foundation, also invested in educational and humanitarian projects, contributing nearly $2 million to communities in southwestern Ohio, Kentucky and Indiana. Further, to help offset the economic impact of the site’s closing to the community, DOE and Fluor promoted economic development in the region by donating excess equipment and property to local schools and townships. This paper discusses the details of the public-involvement program — from inception through maturity — and presents some lessons learned that can be applied to other similar projects.

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BALODE, Ilze, Anna VINTERE, Daiva RIMKUVIENĖ, and Eve ARUVEE. "ADULT MATHEMATICAL COMPETENCE IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: CASE OF BALTIC STATES." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.220.

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Mathematical competence is one of the eight basic key competencies which are defined by EU Directives. Mathematical competence includes the skills of applying basic processes and principles of mathematics in everyday contexts. The aim of current research is to identify the role of adult mathematics education and mathematical competence in sustainable development in case of Baltic States. We are continuing the investigations that began in the Nordplus research project “Cooperation to strengthen the citizens' math skills in the context of sustainable development and welfare”. The main objective of the research is to highlight the role of mathematics in a lifelong context. We separate two aspects of mathematics role in sustainable development. The first considers mathematics as a tool in processional work, the second considers the role of mathematical competence in the development of person's intelligence and personality. Both aspects are widely discussed in the scientific literature and in the programmatic documents of United Nations, United Nations Educational Scientific and Cultural Organizationn, Organisation for Economic Cooperation and Development. Through combining insights of theoretical goals of leading international institutions and actual survey data we can show the value of mathematical competence in adults in the Baltic states.

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Thiele, Jennifer. "Public library connectivity and rural broadband in the United States: A literature review." In 2015 4th International Symposium on Emerging Trends and Technologies in Libraries and Information Services (ETTLIS). IEEE, 2015. http://dx.doi.org/10.1109/ettlis.2015.7048198.

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Madden, Janna, and Arshia Khan. "Adaption and Implication of Telemedicine in Rural Healthcare Delivery throughout the United States." In 2017 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2017. http://dx.doi.org/10.1109/csci.2017.292.

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Song, Yingdong. "PE Teaching Model in Secondary Schools of the United States and Japan and Its Enlightenment." In 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.213.

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Morrison, T., D. Callahan, J. Moorman, and C. Bailey. "A National Survey of Adult Asthma Prevalence by Urban-Rural Residence — United States, 2006." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a4752.

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Nuno, Tomas, and Ivo Abraham. "Abstract C07: Colorectal cancer screening utilization among rural and minority populations in the United States." In Abstracts: Twelfth Annual AACR International Conference on Frontiers in Cancer Prevention Research; Oct 27-30, 2013; National Harbor, MD. American Association for Cancer Research, 2013. http://dx.doi.org/10.1158/1940-6215.prev-13-c07.

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Reports on the topic "Rural schools – United States"

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DEPARTMENT OF THE ARMY WASHINGTON DC. Schools: United States Army Officer Candidate School. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada402499.

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Glauber, Rebecca, and Andrew Schaefer. Employment, Poverty, and Public Assistance in the Rural United States. University of New Hampshire Libraries, 2017. http://dx.doi.org/10.34051/p/2020.303.

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Curtin, Sally, and Merianne Rose Spencer. Trends in Death Rates in Urban and Rural Areas: United States, 1999–2019. National Center for Health Statistics (U.S), 2021. http://dx.doi.org/10.15620/cdc:109049.

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Richter, Susan, J. Edward Taylor, and Antonio Naude. Impacts of Policy Reforms on Labor Migration From Rural Mexico to the United States. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11428.

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Card, David, and Alan Krueger. Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States. National Bureau of Economic Research, 1990. http://dx.doi.org/10.3386/w3358.

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Abdel-Karim, Ibrahim. Determinants of the Spatial Distribution of Peri-Urban to Rural Agriculture in the United States. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.786.

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Hales, D., W. Hohenstein, M. D. Bidwell, et al. Ch. 14: Rural Communities. Climate Change Impacts in the United States: The Third National Climate Assessment. Edited by J. M. Melillo, Terese (T C. ). Richmond, and G. W. Yohe. U.S. Global Change Research Program, 2014. http://dx.doi.org/10.7930/j01z429c.

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Gowda, Prasanna H., Jean Steiner, Carolyn Olson, Mark Boggess, Tracey Farrigan, and Michael A. Grusak. Chapter 10 : Agriculture and Rural Communities. Impacts, Risks, and Adaptation in the United States: The Fourth National Climate Assessment, Volume II. U.S. Global Change Research Program, 2018. http://dx.doi.org/10.7930/nca4.2018.ch10.

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McCall, Jamie. Assessing the Evidence: Promoting Economic Development in Rural North Carolina with Education, Workforce Development, Infrastructure, Healthcare, and Leadership. Carolina Small Business Development Fund, 2021. http://dx.doi.org/10.46712/rural.economic.development.

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Like many other states, North Carolina’s population dynamics have shown a definitive shift toward greater urbanization. Some of the population increase in urban areas is in-migration from outside the state. However, net population loss in many of North Carolina’s rural areas has been on the rise for years. Population outflows of this magnitude can bring an array of unique challenges for rural small firms. Chronic rural issues like unfavorable geography, endemic poverty, and poor infrastructure for business can pose serious economic development challenges. According to some scholars, level of rurality or geographical isolation is the primary variable in explaining why economic development outcomes vary across the United States. We assess the literature to determine what role small business development and complimentary strategies have in rural economic growth.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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