This article is a response to Randy Yerrick and Joseph Johnson's article "Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains". They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were…

Some of the most impressive practices in teaching had their beginnings in rural schools and include open education, learning centers, peer tutoring, partner learning, mainstreaming, core curriculum, individualized instruction, acceleration, and minimum competency. (BRR)

The article describes both the advantages and disadvantages of living and teaching in a remote rural area, where the teacher must function as both teacher and janitor. (SB)

This paper provides a critical review essay of Ajay Sharma's "Portrait of a science teacher as a bricoleur: A case study from India." The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and science learning research have impacted teachers' practice and student…

In this paper, in response to Ajay Sharma's paper titled "Portrait of a science teacher as a bricoleur: A case study from India" and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss questions of over-essentializing an Indian school context, propose that teacher and…

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting…

Offers reflections on the joys and sorrows of teaching English in a rural school. (RL)

This article emphasizes the need to develop special education policy and practice appropriate for rural students. The article examines recommended practices for improving delivery of services to rural schools, services readily available to rural families and communities, and the role of the rural special educator. (Author/PB)

This paper discusses the question of standardization and educational equity among rural school systems and offers three "fundamental challenges" for educators. The first challenge is to take seriously the power of education and to resist the temptation to reduce expectations placed on education and educators. The power of education is…

Addresses the national goal for U.S. students to be first in the world in mathematics and science achievement by the year 2000. Proposes an eight-point action agenda for mathematics reform for rural and small schools. Actions involve (1) educating teachers and administrators; (2) keeping parents and community informed; (3) adopting new text and…

America's educators have the ability and the responsibility to help at-risk students learn that they can succeed and that they must make the most of life. Educators should provide a caring environment, encourage students to take risks, and provide support when risk taking is not always successful. Rural students, like urban and suburban students,…

To fulfill its obligations to rural constituents, higher education should develop teacher training programs that (1) prepare teachers as generalists to accept broad teaching responsibilities; (2) help teachers understand the close school/community bonds in rural areas; and (3) prepare teachers to develop self-sufficiency in rural settings. (PB)

There is an evolving paradigm shift in the field of rural education away from emulating urban schools and toward a pedagogy of place. This shift is influenced by the following trends: 1) the rediscovery of the unique features of rural and small schools as strengths to be nurtured, not problems to be solved; 2) the recognition that centralized,…

In some Alaska Native communities, dominant society schools are powerful symbols of relationships such as political control, social domination, and cultural hegemony. Awareness of these symbolic associations can help school staff understand the implications of their roles and the resentment of village residents. (SV)

Analyzes interview findings related to the experiences of a teacher in a one-room school in rural Australia during 1937-39. Describes his required three-year appointment to a rural school, the school setting, teacher responsibilities, student characteristics, curriculum, and departmental inspections that involved evaluation of children's academic…