The Bloomsbury Handbook of Rural Education in the United States

Description

This handbook begins with a foundational overview of rural education, examining the ways in which definitions, histories, policies and demographic changes influence rural schools. This foundational approach includes how corporatization, population changes, poverty, and the role of data affect everyday learning in rural schools. The contributors consider how school closures, charter schools, and district governance influence decision making in rural schooling, while also examining the influence of these structures on higher education attainment, rural school partnerships, and school leadership. They explore curriculum studies in rural education, including place-based and trauma-informed pedagogies, rural literacies, rural stereotype threat, and achievement. Finally, they look at issues of identity and equity in rural schools by providing an overview of the literature related to diverse populations in rural places, including indigenous populations, African Americans, Latinx communities and exceptional learners. Importantly, this handbook looks beyond the theory of rural education and explores classroom experiences in rural settings. Each section concludes with a response by an international scholar, situating the topics covered within the broader global context. Half Title Title Page Copyright Page Contents Illustrations Figures Tables Foreword What are Schools for When Rural Places are Sacrifice Zones? The Land Supports Good Ways to Live The Grounded Rural Imaginary Genocide and Enslavement: A Rural Legacy Missteps Too Often Taken Contributors Introduction: Unsettling Rurality: Mapping a Third Space A Word About Our Process An Invitation Part 1: Introduction: Foundations in Rural Education Chapter 1: Developing, Utilizing, and Critiquing Definitions of “Rural” in Rural Education Research External Quantitative Definitions US Federal Government Definitions and Designations Choosing, Justifying, and Contextualizing Definitions and Designations Theorizing Rurality and Qualitative Definitions A Sociological Lens Complexities and Pitfalls for Rural Researchers Uniquely Rural or Relevant to the Rural? Chapter 2: History and the Shape of Rural Educational Policy in the United States A European Prelude Rural Versus Urban in the Early United States The Free School Era The Pendulum Swings Again Shifting the Goals for Public Education Rural Schools in the Era of “Scientific Management” The Triumph of the Urban Industrial Worldview Conclusion Chapter 3: Toward a Rural Critical Policy Analysis A Coming Era of Educational Change and New Policy Rural Policy Analysis Assumption of Place Neutrality Distributive Analysis Rural Salience Defining Rural Beyond Rural: Rural Critical Policy Analysis Rural Critical Policy Analysis and the Assumption of Neutrality Rural Critical Policy Analysis and Distributive Analysis Rural Critical Policy Analysis and Rural-Focused Policy Policy in an Era of Rapid Change Chapter 4: Corporate Influences on Rural Schools Consequences of Public School Corporatization Rural Corporatization Corporatization of Rural Schools The Effects on Rural Schools The Effects on Rural Students The Need for Critical Rural Education Chapter 5: Shifting Population Dynamics and Implications for Rural Schools Selective Out-migration and Aging in Rural Places Rural America’s Growing Diversity Rural Boomtown Development and Effects on Education and Schooling Rural Communities and Population Change in a Post-Pandemic World Conclusion Chapter 6: Rural Poverty and Rural Schools Background on Rural Poverty Poverty Trends in Rural America Causes of Rural Poverty Racial Oppression Rural Economies Population Changes Isolation, Weak Infrastructure, and Environmental Destruction The Effects of Rural Poverty The Relationship Between Rural Education and Poverty Poverty, Resources, and Achievement Efforts to Address Poverty Through Rural Schools Conclusion Chapter 7: The Why and How of Enhancing Data Use in Rural Education Research and Practice Conceptualizing the Need for Linking Data Schools as an Economic Force Schools as a Social Force Schools as Preparers of Democratic Citizens Schools as Preparers of Workers Building a Multifaceted Data Strategy for Research and Projects Case 1—Linking Schools to Community Economic Vitality Data Challenges Data Tips Takeaways Case 2—Linking Education and Health Care Data Challenges Data Tips Takeaways Case 3—Linking Two State Agencies in Communities Data Challenges Data Tips Takeaways Conclusion International Response: Responding Rurally: Perspectives and Insights from One Rural Place to Another Rurality and Place Neutrality? Rural Place Matters Responding from Where? Rural Standpoint Conclusion Part 2: Introduction: Rural Schools and Communities Chapter 8: Educational Governance and Contemporary Policy in Rural America Section 1: Overview of State Educational Governance Organization in the United States Chief State School Officer (CSSO) State Board of Education State Department of Education (SDOE) Overview of Local-Level Educational Governance Organization in the United States Superintendents Local School Boards Central Office Building Administrators Section Two: Contemporary Education Policies Compensatory Educational Services Standards and Accountability Section Three: Rural-Focused Vignettes The Politics of Rural School Governance Intergovernmental Conflict: The Case of Accountability Mandates in Vermont Declining Enrollment and School District Funding in Rural Wisconsin Conclusion Chapter 9: Consolidation, Closure, and Charter Schools School Closure and Consolidation Financial Implications Academic Outcomes Community and Family Impact Charter Schools What Are Charter Schools? Rural Charter Schools Rural Charter Schools as Resistance to School Closure and Consolidation Chapter 10: Rural School Leadership Rural School Leadership in the Twenty-First Century Who Leads Rural Schools? Leadership Practices in Rural Schools and School Districts Role Complexity, Instructional Leadership, and Opportunities for Leadership Growth Community Relationships, Public Scrutiny, and the Micropolitics of Rural School Leadership Rurality and Leadership Theory Conclusion Chapter 11: Rural Teacher Labor Issues Historically Situated Scholarship Survey Research on Teacher Militancy First-Person Strike Accounts Practical Advice for Educational Leaders Contemporary Scholarship: American and International Existing Rural Teacher Labor Literature and the Nationwide Strike Movement of 2018 A Statewide Case: West Virginia District-Level Cases The 1974 Wisconsin Strike The Mountainville Case Toward a Rural Teacher Labor Research Agenda Chapter 12: Rural School–Community Partnerships: Creating Community-Aware Educational Practices Rural School-Community Partnerships Community-Aware Perspective Illustrations of Community-Aware Partnering The Early Childcare and Education Ecosystem Windmills and Budget Restoration Healthy Kids Have Better Opportunities Conclusion Chapter 13: Collective Impact in Rural Places Collective Impact Cases Grand Isle Network Northeast Prairie Coalition Preconditions for Successful Collaboration Developmental Phases of Collective Impact Work Attending to the Softer Side of Collective Impact Mindset Shifts for Collective Impact Conclusion Chapter 14: Postsecondary Transitions and Attainment Individual Factors Families Rural Schools Rural Communities and Geography Postsecondary Experiences of Rural Youth Postsecondary Persistence and Completion Conclusion International Response: Rural Schools and Communities: We Can Bridge, but Can We Bond? Part 3: Introduction: Curriculum Studies in Rural Schools Chapter 15: Early Childhood Education in Rural Communities Significance of Early Childhood and Early Childhood Programs Early Childhood Development Early Childhood Service Delivery Models Early Childhood Program Quality Rural Communities Strengths of Rural Communities Challenges Confronting Rural Communities and Families Supporting Child Development in Rural Communities: Family Engagement Early Childhood Interventions to Support Family Engagement The Getting Ready Intervention Teachers and Parents as Partners Conclusion Chapter 16: Rural Literacies and Rural Identities Rural Literacies and Identity Rural Literacies and Social Capital Rural Literacies and Social Justice Rural Literacies and Rural Schooling Mobility as a Factor in Rural Literacies Teaching and Research Aesthetics as a Factor in Rural Literacies Teaching and Research Chapter 17: Trauma-Informed Approaches in Rural Education Trauma-Informed Systems Approaches to Reduce Inequality Related to ACEs Childhood Adversity in Rural America What Constitutes Trauma-Informed Care in a Systems Approach? Principles of Trauma-Informed Care Practices Connected to Trauma-Informed Care Centering Rurality in Trauma-Informed Systems Change Efforts: A Case Study Distance and Remoteness Smaller Staff Numbers Serving Small Numbers of Students Dense Social Networks Close, Ambivalent School-Community Relationships Future Directions for Research Chapter 18: Rural School-Based Mental Health: Models of Prevention, Intervention, and Preparation Mental Health Needs in Rural Contexts Barriers to Mental Health Services in Rural Contexts Lack of Availability of Mental Health Providers Difficulties in Accessibility, Accommodation, and Affordability of Mental Health Services Limited Acceptability in Seeking Out Mental Health Services Rural School-Based Mental Health (SBMH) Services Successful Programs and Protocols for Rural SBMH Delivery Prevention Intervention Rural Education for Mental Health Professionals Chapter 19: Student Achievement in Rural America Considerations of Place The Nation’s Report Card Achievement Across Time and Locale Achievement Differences Across Region, Income, and Race/Ethnicity Differences by Region Differences by Income Differences by Race/Ethnicity Conclusion International Response: What Counts as Curriculum? Reviews Without Change National Context Context to Curriculum Part 4: Introduction: Identity and Equity in Rural Schools Chapter 20: Critical Indigenous Perspectives in Rural Education The Visibility of Indigenous Peoples in the Field of Rural Education Indigenous Education in the United States: A Brief Background Visibility of Indigenous Peoples in the Rural Education Literature Introducing Critical Indigenous Perspectives: Centering Land, Sovereignty, and Survivance Deepening the Concept of Place-Based Education: Interrogating Culture and Curriculum Revisiting Durable Issues in Rural Education: A Call to Action, or the Call of Place? Rural Out-Migration Rural Community Viability and Economics Social Reproduction and Interruption Increasing Diversity and Rural Cultural Adaptation Conclusion Chapter 21: English Learners in Rural Schools Vignette Introduction Rural English Learner Students Challenges in Rural EL Education Home Languages and Educational Backgrounds of ELs Preparation of Teachers and Leaders for Rural ELs State-Level Variations in Definitions for ELs Instructional Models and Programs for Rural ELs Funding Strengths and Opportunities for Rural EL Students and Families Chapter 22: African American Education in the Rural South: Then and Now Place, Race, and Educational Opportunity The State of Education in the Mississippi Delta Methods and Data Data Analysis “You Have to Get Your Own at West Tally” Jay—A Cultural Curator Nathan’s Story—Coming Back to Give Back Joi’s Story—An Artist in the Making The Triumphs and Challenges of Home Race—in the School and the Community Implications for Policy and Practice Practice Policy Chapter 23: Latinx Students in Rural Schools Demographics and Rural Latinx Individuals History of Rural Latinxs Migration Demographic Characteristics of Rural Latinxs PK-12 and Postsecondary Education and Latinx Students PK-12 Education, Achievement, and Latinx Students Schooling Experiences Latinx Families, Student Achievement, and School-Family Engagement in PK-12 Education Postsecondary Education Access and Outcomes of Rural Latinx Students Rural Latinx Students and Postsecondary Aspirations and Access Rural Latinx Students and Postsecondary Education Enrollment and Graduation Implications for Practice, Policy, and Future Research Chapter 24: Whiteness in Rural Education Author’s Positionality Defining Whiteness Whiteness in Rural Education Whiteness and Native Mascots Whiteness and High School Athletics Whiteness and Curriculum Disrupting Whiteness in Rural Education Educators and Community Members Curriculum Research Conclusion Chapter 25: Rural Tiered Systems of Adaptive Supports: A Person-in-Context, Place-Based Perspective Diversity in Rural Schools: “There Is No Other Place Like Here” Developmental Systems, Rural Schools, and Tiered Systems of Adaptive Supports Linking Special Education and TSAS Social and Emotional Learning Within TSAS: A Person-Centered, Place-Based Perspective Responsive Professional Development, Consultation, and Research Conclusion Chapter 26: Challenges and Innovative Responses in Rural Gifted Education Disrupting Deficit Notions of Rural Students Barriers to High-Quality Gifted Programming Resistance to Preparing Gifted Students for Nonrural Futures Gifted Education in Varying Rural Contexts Challenges in Providing Services to Rural Gifted Students Constraints of Narrow Definitions of Giftedness Challenges Related to Identifying Gifted Rural Students Challenges Related to Serving Gifted Rural Students Mitigating Challenges in Identifying and Serving Rural Gifted Students Creating Defensible Identification of Rural Gifted Students Serving Rural Gifted Students Conclusion: A Case Study in Rural Gifted Education International Response: A Peripheral Perspective: A View from Rural Europe Notes Chapter 2 Chapter 3 Chapter 5 Chapter 6 Chapter 8 Chapter 9 Chapter 11 Chapter 13 Chapter 14 Chapter 19 Chapter 20 Chapter 24 Chapter 26 References Index