There is a need for strong multitiered systems of support (MTSS) in rural schools, given that students living in rural areas experience poverty and transience and rural schools serve as the primary resource for addressing child academic, social, emotional, and behavioral problems. MTSS is important for preventing negative student outcomes,…

Background/Context: In recent decades, federal policymakers have pushed for education to be a more "scientific" endeavor. While scholars have considered the implications of this orientation for educational researchers, less attention has been given to its impact on educational practitioners. Purpose/Focus of the Study: By focusing on the…

This qualitative case study identified how rural school principals utilized the transformation turnaround model in conjunction with the eight turnaround principles to promote and sustain academic success within their schools. The transformation turnaround model focuses on the following key strategies: replace the principal and work towards…

Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…

Aim: The study explores the mind-shifts that educational psychologist have to facilitate to engage in the promotion of holistic school wellbeing. Rationale: Educational psychologists employed in the South African education system, due to limited human resources, work mainly with individual children who experience serious problems. The implication…

We explore the impacts of a Consortium of rural high schools and colleges in Tennessee engaged in partnership activities to improve high school students' college and career readiness. These 29 Consortium schools received support from the federal Investing in Innovation Fund (i3) to scale up local promising practices, including distance and online…

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify…

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify…

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify…

Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these "Focus Schools." In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are…

This action research study was designed to determine how job-embedded professional development changes teachers' perceptions about integrating technology into their classrooms. The study was based on an action research and matrix/logical analysis design. The researcher facilitated an action research intervention utilizing job-embedded professional…

This article examines teacher concerns during the implementation of response to intervention at a small, rural elementary school. The Stages of Concern Questionnaire (George, Hall, & Stiegelbauer, 2008) was administered three times over the course of the academic year to 46 teachers and school staff. The hypothesis was that teacher concerns…

This study examined how stakeholders in one school district located in a remote town perceived the instructional improvement efforts of the district, as well as the constraints and enablers of implementing instructional reforms. A qualitative approach, consisting mainly of interviews with teachers, principals, district administrators, and other…

In the 2006-07 school year, North Brunswick High School--a rural, racially and economically diverse high school in Leland, North Carolina--was identified as a priority school by the North Carolina Department of Public Instruction. Overall student proficiency was at 48.6%, indicating that less than one-half of all students earned a score of…

Rural African classrooms are still practising discourses and pedagogies that contribute towards students' continued underachievement and marginalisation. The use of behaviourist-based pedagogical approaches and the exclusion of learners' socio-cultural experiences including their mother tongue (MT) still characterise most classroom practices. The…