In this study, we investigated a rural school district's endeavor to implement and sustain coding and robotics integration into their elementary school classrooms. Our data sources were teacher and administrator interviews, video recordings of teachers' learning of coding and robotics, and artifacts. The analysis showed that administrators and…

Despite evidenced challenges compared to non-rural areas, rural communities are in a unique position to help address recent national demands for renewed STEM emphasis in schools (Saw & Agger, 2021). This study utilizes interviews from five rural educators who participated in a three-week STEM learning camp to discuss: 1) how teachers perceive…

Principals can affect several consequential schooling processes and outcomes. However, their effectiveness varies substantially and is distributed across schools inequitably, underscoring the importance of effective principal professional development (PPD), which begins by using needs assessments to inform PPD content. A researcher-practitioner…

Education in Afghanistan and Pakistan is characterised by indicators showing lack of mastering of reading, writing and mathematics literacy skills. To foster effective education systems and provide quality education, experts have encouraged and established various mechanisms of accountability. We conducted participatory workshops with 556 teachers…

Technology-enhanced education can potentially enhance teaching and learning outcomes for rural educators since they face limited educational resources and low job satisfaction. Recently, there has been a surge in extended reality (XR) as an immersive learning technology to improve teaching and learning in rural areas, but without focusing on rural…

This study highlights educators' experiences in two rural community schools in Northern Honduras experiencing high rates of outward migration and "return" of children and youth. Based on observations and interviews spanning 2019-2021, we explore how educators both enact and challenge a national government campaign that positions schools…

This study examined the piloting of a literacy, arts and wellbeing (LAB) project in a rural school in Queensland, Australia. The research involved a Year 1 class (n = 24) participating in co-designed lessons with their classroom teacher and two visiting researchers from a regional university. These lessons were developed with literacy learning…

We analyse the meanings that rural schoolteachers construct about inclusion, following the entry into force of the School Inclusion Law in Chile in 2015. Rural schools are more than half of the schools in Chile. This is a qualitative study involving six rural schools in the north, centre and south of the country, with a basis in action research…

Noncore subject teachers often experience marginalization due to perceptions that their work is undervalued. Social and emotional skill-focused continuous professional development can help teachers address the stress associated with marginalization. Purpose: Grounded in the integrative model for teacher change, this study examined the ways in…

In this complementary study, the researchers examine two novice rural teachers' dispositions before and during their participation in the PD-STEP summer professional development sessions which began July 2018 with subsequent sessions on July 2019 and July 2020. Together, Professional Development for Secondary School Teachers and Educational…

Background: It is arguable that teachers' understanding of the roles of various stakeholders and their need to sometimes assume some of these roles influenced how they practice inclusive education that results in influencing the choice of strategies that they will employ in the classroom. Aim: This article presents factors influencing how…

This study's purpose was to obtain a current picture of special education in rural districts to understand what can be done to attract special education teachers and what can be done to keep them in rural regions. A survey adapted from Berry (2012) was administered via Qualtrics to special education teachers in rural Midwest US. Sixty percent of…

This bounded case study illuminates the planning, delivery, and evaluation of early childhood professional development sessions conducted by the educational experts with a Zimbabwean non-profit organization in response to a need for professional development for early childhood teachers. Ethnographic and grounded theory methods were used by…

This longitudinal study examines elementary teachers' self-efficacy for science teaching in the years after professional development (PD) ended and during a subsequent 3-year period of follow-up support. Self-efficacy is important because teachers make decisions about classroom activities based, in part, on how confident they are in their…

Nationwide, low numbers of students are entering STEM-related fields. This is especially true for underrepresented populations and students from rural areas where access to STEM enrichment programs is limited. This qualitative study researched the impact of Micro STEM Fests on 1st to 5th grade students and investigated participating teachers'…