Strategic Priorities 2015

Strategic Priorities 2015

Place Matters: Review of the Literature on Rural Teacher Education Emilie Reagan, Elyse Hambacher, Tom Schram, Kathryn McCurdy, Dan Lord, Thomas Higginbotham, Beth Fornauf International Symposium for Innovation in Rural Education August, 2018 Teacher Residency for Rural Education (TRRE) 15-month residency program funded by five-year Teacher Quality Partnership grant 100% community-embedded masters level program prepares teachers

for high-need rural schools Integrated school- and community clinical experiences Graduates receive induction and professional development support for first two years of teaching Graduates required to teach in rural high-need schools for three years Reviews of Literature on Rural Education Yarrow et al., 1999 DeYoung, 1987

Biddle & Azano, 2016 Placing Teachers All teachers eventually find themselves in a particular place. (Corbett, 2010, p. 83) A Persistent Dilemma Preparing teachers for somewhere

Preparing teachers for anywhere A malleable and contested dialogue Place as a pedagogical construct Rurality as a cultural

construct Research Questions What does the literature say about the recruitment, preparation, support, and retention of teachers for rural places? How, and to what end, does the research posit place as a priority and/or focus of inquiry for research in rural teacher education? How does the research conceptualize the limits, challenges, opportunities, and complexities of rural as a context for teacher preparation? What does empirical research reveal about the preparation, support, recruitment and retention of teachers for rural places? ERIC

Journal of Research on Rural Education Rural Educator Rural Special Education Quarterly Criteria for Inclusion Databases & Journals Methods Peer-reviewed publication Published between

2007 2017 Field of teacher education Focus on rural schools and/or communities Overview: 97 Publications Publications across the globe Central & South America China & Phillippines Canada Africa Australia & New Zealand

US 0 5 10 15 20 25 30

35 40 45 50 Overview: 97 Publications Descriptive (N=38) Empirical (N=49)

Conceptual (N=9) Research Brief (N=1) Findings Conceptualizing Place in Rural Teacher Education Investigating Place: Empirical Review of Rural Teacher Education

How Place Serves to Frame and Prioritize Research Focus of research Definition of rural space Teacher identity Problem-focused, issues of Overall description of rural rural teacher recruitment teaching context Broad rural expertise and retention Rural school practicum and experiences

General rural orientation, Shifting identity toward but grounded in specific rural places rural experiences and complex Place-conscious and open Place-conscious paradigm Contested rurality; focused on getting to change due to diverse for rural teaching to know specific places local understandings

Intended effect on rural teacher education Increased awareness of common issues facing rural teachers Dispelling myths and stereotypes while increasing familiarity with rural teaching Place-building, sustainable and vibrant rural futures; inclusive of diverse rural learners

Place and Research Focus Focus of research Definition of rural space Teacher identity Problem-focused, issues of Overall description of rural rural teacher recruitment teaching context Broad rural expertise and retention Rural school practicum and experiences

General rural orientation, Shifting identity toward but grounded in specific rural places rural experiences and complex Place-conscious and open Place-conscious paradigm Contested rurality; focused on getting to change due to diverse for rural teaching to know specific places local understandings Intended effect on rural

teacher education Increased awareness of common issues facing rural teachers Dispelling myths and stereotypes while increasing familiarity with rural teaching Place-building, sustainable and vibrant rural futures; inclusive of diverse rural learners Place-Conscious Paradigm

Focus of research Definition of rural space Contested and Place-conscious complex rurality; paradigm for rural focused on getting teaching to know specific places Intended effect

Teacher identity on rural teacher education Place-building, Place-conscious sustainable and and open to change vibrant rural due to diverse local futures; inclusive of understandings diverse rural learners Positionality in Rural Teacher Education Moving beyond insider/outsider dichotomies

Developing rural social and cultural capital Finding ones place as a teacher and community member Shifting identities What does it mean to teach with a place-conscious identity? Place-building and rural sustainability Creating pedagogies and goals that fit specific rural places Findings Conceptualizing Place in Rural Teacher Education

Investigating Place: Empirical Review of Rural Teacher Education Investigating Place: Empirical Review Descriptive (N=38) Empirical (N=49) Conceptual (N=9) Research Brief (N=1)

Majority of studies reported on isolated contexts (e.g., a particular course or a particular field experience) Some studies reported on longerterm initiatives (e.g., Australia, China) Investigating Place: Empirical Review Investigating Place: Empirical Review Investigating Place:

Empirical Review Investigating Place: Empirical Review Preservice Teacher Learning Raise an awareness and appreciation for rural contexts Shift deficit perspectives to asset-based understandings Promote an interest to teach in rural communities Example: Azano & Stewart (2015) Discussion & Implications

Conceptualizing Place Foregrounding place in teaching and scholarship Operationalizing Preparing and supporting community teachers and researchers Place Investigating Place Researching rural teacher education through national, longitudinal efforts

Why Place Matters To know how to teach is to know a great deal about where you are teaching and the conditions experienced by the people in that place. This involves an immersion in the culture, of the place, its history, the way power is exercised there, how resources are distributed, and the way school has been experienced historically in the community by different kinds of families. Corbett, 2010 Place Matters: Review of the Literature on Rural Teacher Education

Emilie Reagan, Beth Fornauf, Elyse Hambacher, Thomas Higginbotham, Dan Lord, Kathryn McCurdy, Tom Schram International Symposium for Innovation in Rural Education August, 2018

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