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El. knyga: Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities

3.86/5 (7 ratings by Goodreads)
(Professor, Montana State University), (Professor and Assitant to the VP of Research, Mississippi State University), (Profess), (Associate Professor of Education, Virginia Tech), (Associate Professor of Education, Penn State University)
  • Formatas: 292 pages
  • Išleidimo metai: 16-Dec-2020
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000220391
Kitos knygos pagal šią temą:
Teaching in Rural Places: Thriving in Classrooms, Schools, and CommunitiesDidesnis paveikslėlis
  • Formatas: 292 pages
  • Išleidimo metai: 16-Dec-2020
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000220391
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This teacher education textbook invites preservice and beginning teachers to think critically about the impact of rurality on their work and provides an overview of what it means to live, teach, learn, and thrive in rural communities. This book underscores the importance of teaching in rural schools as an act of social justicework that dismantles spatial barriers to economic, social, and political justice.

Teaching in Rural Places begins with a foundational section that addresses the importance of thinking about rural education in the U.S. as an educational environment with particular challenges and opportunities. The subsequent chapters address rural teaching within concentric circles of focusfrom communities to schools to classrooms. Chapters provide concrete strategies for understanding rural communities, valuing rural ways of being, and teaching in diverse rural schools by addressing topics such as working with families, building professional networks, addressing trauma, teaching in multi-grade classrooms, and planning place-conscious instruction.

The first of its kind, this comprehensive textbook for rural teacher education is targeted toward preservice and beginning teachers in traditional and alternative teacher education programs as well as new rural teachers participating in induction and mentoring programs. Teaching in Rural Places will help ensure that rural students have the well-prepared teachers they deserve.

Recenzijos

In my work as a teacher educator, I have observed that rural education is underrepresented in practice-focused work designed for new teachers. [ This book] fills that important gap. It is that rare text that serves as a primer, as a philosophical framework and practical guide all in one.Jesse Longhurst, Assistant Professor, Southern Oregon University, excerpt from Theory & Practice in Rural Education, 2021, Vol. 11, No. 1, Pp. 142-144.

Those first days in a classroom as a teacher are always full of both difficulty and dreams, but teachers beginning their practice in a rural community often have the addition of complex social and economic issues that are rarely discussed in their preservice textsIn Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, Amy Price Azano, Devon Brenner, Jayne Downey, Karen Eppley, and Ann K. Schulte position teaching in rural schools as an act of social justice and write the textbook that preservice and beginning teachers serving in rural schools need to take on this work.Sky Marietta, Assistant Professor, University of the Cumberlands, excerpt from Teachers College Record, Date Published: September 27, 2021

Introduction: Teaching in Rural Places xi
PART ONE Rural Contexts
1(54)
1 Becoming a Rural Teacher
3(15)
Living in Rural Places
5(6)
Teaching in Rural Schools
11(4)
A Book to Help You Thrive as a Rural Teacher
15(3)
2 Social Justice and Rural Communities
18(14)
A Story of Rural Land Ownership
20(5)
A Three-Part Approach for Social Justice for Rural Schools and Communities
25(4)
Barriers to Social Justice in Rural Schools
29(3)
3 Understanding Rural Places
32(14)
Geographically: What Is Rural?
34(2)
Economically: What Is Rural?
36(2)
Socially: What Is Rural?
38(3)
Difficult Questions about Difference
41(2)
Teaching Toward the Future in Rural Places
43(3)
4 Why Place Matters
46(9)
Why Place Matters
47(1)
A Critical Pedagogy of Place
48(7)
PART TWO Thriving in Rural Communities
55(48)
5 Rural Literacies
57(9)
What Is Literacy?
59(7)
6 Understanding Strengths and Assets in Rural Communities
66(13)
Assumptions about Rural Places: Examining and Challenging Preexisting Ideas
67(2)
Explore Your Rural Community with a Rural Community Walk
69(6)
Teaching with Your Community's Strengths and Assets
75(4)
7 Families as Partners in Rural Communities
79(12)
Rural Families as Allies
81(1)
Building Trust with Rural Families and Community Members
82(7)
Building Successful Rural School-Family Partnerships
89(2)
8 From Here or Away: Relating to Students
91(12)
Welcome, Newcomer!
94(2)
Where Are You From?
96(2)
We're Different. We're the Same
98(5)
PART THREE Thriving in Rural Schools
103(68)
9 Building Professional Networks in Rural Schools
105(15)
Building Collegial Relationships in School
106(4)
Building Collegial Relationships Outside of School
110(7)
Find Your People (They Could be Anywhere!)
117(3)
10 Policy and the Rural Teacher
120(20)
Policy Matters
121(3)
Federal, State, and Local Policy
124(7)
How Schools Are Funded
131(3)
Policy and the Rural Teacher
134(6)
11 Responding to Trauma
140(13)
What Is Trauma?
141(1)
Recognize Trauma
142(1)
Trauma in Rural Communities
143(1)
Trauma Response
144(3)
Secondary Trauma and Self-Care for Teachers
147(4)
Final Thoughts
151(2)
12 Multi-Grade Teaching
153(18)
Rural Ways of Organizing Classrooms
154(4)
What Are the Key Skills and Strategies for Success in a Multi-Grade Classroom?
158(9)
Itinerant Teaching
167(4)
PART FOUR Thriving in Rural Classrooms
171(97)
13 Place-Conscious Instruction
173(11)
Designing Place-Conscious Instruction
175(6)
The Critical Nature of this Work
181(3)
14 Technology for Learning in the Rural Classroom
184(13)
What Do We Mean by the Term Technology?
184(1)
Purpose of Technology in the Rural Classroom
185(1)
Affordances of Technology to Support Student Learning
186(4)
Addressing Technology Challenges in Rural Schools and Homes
190(3)
Teaching with Technology in the Rural Classroom
193(4)
15 Diversity in the Rural Classroom
197(13)
Why Diversity Matters
198(2)
Deficit Thinking
200(3)
Challenging Deficit Thinking
203(5)
Your Work as a Rural Teacher
208(2)
16 Teaching Exceptional Learners in Rural Classrooms
210(13)
Disability or Differently-Abled
213(4)
Rural Gifted Education
217(3)
Great Expectations for All Students
220(3)
17 Evidence in the Rural Classroom
223(17)
Importance of Effective Practice
223(1)
Planning Effective Teaching Practice
224(2)
Evidence-Based Practice
226(11)
Practice-Based Evidence: Finding What Works for Your Classroom
237(3)
18 Teaching as Inquiry: What Works in Rural Classrooms
240(16)
Professional Decision Making in Rural Classrooms
242(1)
Teaching as Inquiry
242(3)
How Do I Find My Inquiry Question?
245(1)
How to Find Out What Works
246(8)
Why Is Teacher Inquiry Important for Rural Classrooms?
254(2)
19 Thriving as a Rural Teacher
256(12)
Defining Your Purpose: What Do You Believe?
258(6)
Parameters That May Impact Your Purpose
264(1)
Drafting Your Statement
265(3)
Conclusion 268(2)
Index 270
Amy Price Azano is a teacher educator in the School of Education at Virginia Tech. She grew up in Virginias Shenandoah Valley and focuses her scholarship on issues of equity for rural learners.

Devon Brenner transplanted from Michigan to Mississippi over 20 years ago. A professor of literacy teacher education at Mississippi State University, she engages in research that focuses on rural education policy and practice.

Jayne Downey is a professor at Montana State University where she directs the Center for Research on Rural Education. Born and raised on a farm on the prairies, her research and service are dedicated to working with and for rural schools and communities around the world.

Karen Eppley is a former fifth grade teacher who has lived her entire life in one rural valley. Her research interest is at the intersection of literacy education and rural education. She is an associate professor of curriculum and instruction at Penn State University where she teaches in the reading specialist certification program.

Ann K. Schulte is a professor at California State University, Chico. She has been a teacher and teacher educator in primarily rural contexts for 30 years. Her scholarship interests focus on self-study, teacher identity, and university-community partnerships in rural contexts.
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