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Zusatztext Once a low status field, rural education is now at the heart of the quest for equity, identity, and democracy in America. If you care about the future of rural schools and communities, and about education in America, you will treat this comprehensive Handbook by the field’s leading scholars as a priceless resource. Informationen zum Autor Amy Price Azano is Associate Professor in the School of Education at Virginia Tech, USA, and co-editor of The Rural Educator. Karen Eppley is Associate Professor at Pennsylvania State University, USA, and editor of the Journal of Research in Rural Education . Catharine Biddle is Assistant Professor of Educational Leadership at the University of Maine, USA, where she serves as principal investigator of the Rural Vitality Lab and co-editor of The Rural Educator journal. Zusammenfassung 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. In following sections, 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 engage with issues of identity and equity in rural schools by providing an overview of the literature related to diverse populations in rural places, including Indigenous, Black, and Latinx communities, and exceptional learners. Importantly, this handbook applies theoretical tools to rural classroom experiences, demonstrating the potential of work centered at the intersection of theory, rurality, and classroom practice. Each section concludes with a response by an international scholar, situating the topics covered within the broader global context. Inhaltsverzeichnis List of IllustrationsNotes on ContributorsForeword, Craig Howley and Aimee Howley Introduction: Unsettling Rurality: Mapping a Third Space , Amy Price Azano (Virginia Tech, USA), Karen Eppley, (Pennsylvania State University, USA) and Catharine Biddle (University of Maine, USA) Part I: Foundations in Rural Education Part I Introduction, Amy Price Azano (Virginia Tech, USA), Karen Eppley, (Pennsylvania State University, USA) and Catharine Biddle (University of Maine, USA) 1. Developing, Utilizing and Critiquing Definitions of “Rural” in Rural Education Research, Jesse Moon Longhurst (Southern Oregon University, USA) 2. History and the Shape of Rural Educational Policy in the United States, Paul Theobald (University of Southern Indiana, USA) 3. Toward a Rural Critical Policy Analysis, Devon Brenner (Mississippi State University, USA) 4. Corporate Influences on Rural Schools, Jason Cervone (University of Massachusetts Dartmouth, USA) 5. Shifting Population Dynamics and Implications for Rural Schools, Kai Schafft (Pennsylvania State University, USA) and Annie Maselli (Pennsylvania State University, USA) 6. Rural Poverty and Rural Schools, Mara Tieken (Bates College in Lewiston, Maine, USA) 7. The Why and How of Enhancing Data use in Rural Education Research and Practice, John W. Sipple (Cornell University, USA), Peter Fiduccia, (Cornell University, USA) and Kristie LeBeau (Cornell University, USA) International Response: Responding Rurally: Perspectives and Insights from One Rural Place to Another, Simone White (Queensland University of Technology, Australia) Part II:...
