Retaining teachers is a problem in all districts but is especially difficult in rural areas. This survey research asked teachers in a western state to respond to open ended questions regarding their choice for teaching in a rural or urban area. Results indicate teachers work in a rural locale because they grew up in the area, already lived there…

Rurality in education research is a function of the size of the school, the distance of a school in relation to urban areas, and factors within each school that may differentiate the school community based on geography. Distance matters. This study finds variation between rural communities at different distances from an urban center and…

For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state was a mandatory minimum spending requirement. This research examines how mandatory minimum spending floors influenced spending in public school districts within the state and how…

This qualitative study compares the instructional leadership practices of rural and non-rural principals, seeking to understand contextually based differences in how principals create a focus on teaching and learning. Principals across settings report similarities in instructional leadership tasks; however, they reported significant contextual…

Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the misguided notion of ample resources available for their remediation. These assumptions belie the reality of the spatial mismatch that exists for rural schools, especially around mental…

As stress impacts the organization and operations of a school, leader stressors may be determined by the setting, years of experience of the leader, and the greater educational landscape in which the principal must lead. The researchers sought to differentiate between the perceived stress and joy of urban and rural school principals. Findings…

This study examined publicly available data from the Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the COVID-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the COVID-19 pandemic reveal…

Studied health screening methods of schools in mid-Missouri. Found significant differences between rural and urban schools in terms of number of school nurses employed and percentage of schools screening in all areas studied: physical assessment, vision, hearing, scoliosis, and dental. Recommends improved health screenings in rural schools. (KS)

A 15-item questionnaire was administered to 36 rural Nebraska superintendents concerning special education. Financing of special education programs ranked as the number one concern of superintendents. Other high ranking concerns were meeting state guidelines, increasing enrollment, shortages of support service personnel, and matching the…

What is known about rural science education is derived from perceptions with little empirical data available. Science educators need to develop a database related to rural education to better meet needs of rural children. Available data should be analyzed to provided a framework on which rural science education may grow. (BRR)

Approximately 230 Louisiana principals and assistant principals were surveyed about social networking behaviors and topics discussed with other administrators. There were no differences by location, except that rural administrators discussed student discipline less often than other administrators. Among rural administrators, there were no…

Twenty-five rural educators completed a 12-item Q-sort on stress factors. Resolving parent/school conflicts was the most stressful, followed by handling student discipline, and completing reports on time. The stressors varied somewhat from stressors listed by urban teachers, but only slightly. (BRR)

Examines the issues unique to delivery of school psychological services in a rural setting. Suggests that professionals who do not come from rural backgrounds are seldom able to identify with rural clients, while rural clients are seldom aware of and responsive to psychological models. (AH)

A survey of 532 preservice teachers from six state colleges and University of Nebraska campuses examined the extent and perceived adequacy of multicultural education training in Nebraska teacher-preparation programs. About 39% of respondents felt that their overall multicultural preparation was inadequate. Responses differed by ethnicity,…

Discusses guidance programs in rural schools, suggesting basic functions of guidance programs, such as career development and resources, communication with community, educational planning and assessment, counseling, and follow-up. (AH)