This report describes the implementation of blended learning programs in Idaho, and three key takeaways are apparent: (1) Blended learning has a positive impact on teachers; (2) Self-pacing enables students to take ownership and achieve mastery; and (3) Teachers must prepare with comprehensive teacher training. The authors emphasize the need for…

A free response survey was administered to 100 self-identified mid and late career teachers in regional New South Wales to determine why they had chosen to work in a rural location, and identify the positive and negative aspects of their choice. This paper focuses on the 53 survey responses from these mid and late career teachers. A range of…

A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

In this article, we report perceived professional development (PD) needs, interests, and challenges of ESL instructors in rural Alberta from the perspectives of instructors and administrators. We collected questionnaire responses from instructors who taught in programs offered in five rural locations with a large recent influx of newcomers…

This study analyzed challenges faced by teachers in rural and Indigenous schools, and the impact of pedagogical mentorship in contributing towards more culturally and linguistically relevant education. Using a case from Guatemala, this article explored pedagogical mentorship as an in-service teacher training resource for multi-lingual and…

This article explores factors influencing values management and in particular the way in which teachers and principals perceive their role in the inculcation of democratic values and moral principles with a view to managing schools more effectively within a democratic dispensation. In a small scale qualitative study, it was found that educators…

This paper reports on the outcomes of a two year ALTC Competitive Research and Development Project that aimed to "Develop Strategies at the Pre-Service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools". As well as developing a "training framework" and teaching…

The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North…

This qualitative study of educators' understandings of resilience contributes to ongoing rural school research that examines educators' beliefs about, and attitudes toward, rural students whom are at-risk and factors that impact rural school success. Semi-structured interviews were conducted with teachers and administrators in one rural Florida…

This study explores the use of constructivist pedagogy promoting learner-centered teaching in Kenya's rural primary schools. It explores both the school-based as well as bureaucratic hurdles to the success of constructivist pedagogy. Teacher ideologies, issues of diverse cultures and traditional beliefs, the rural context characterized by…

Despite the existing research on rural education, rural teaching, and pre-service rural practicum placements, there is little research on the experiences of beginning teachers in rural schools. The purpose of this study was to explore the experiences of Saskatchewan beginning teachers who obtain employment in rural or northern schools. Eight…

Are there teachable "transferable skills" (TS) that might mitigate the limitations of a rural location--or indeed, the limitations any program might encounter in regard to diversity expectations? Following a study conducted in 2010 of how rural schools, colleges, and departments of education (SCDEs) attempted to meet the National Council…

Advocates of rural education emphasize the need to examine supports which may promote rural educators given the challenging contexts of which they face. Teacher visioning has been conceptualized as a navigational tool to help sustain and promote teachers given high-challenging contexts. The current study explored 10 public school teachers from…

A scarcity of research exists regarding the voices of African American teachers who taught in the rural South. In this study, we report the life experiences, perceptions, thoughts, and feelings of three female African American educators as they pertain to their experiences teaching before, during, and after desegregation. Three female African…

Special education teachers, through a national survey conducted in 55 rural districts, provided information on the positive and negative aspects of teaching in rural schools. The 203 special educators were asked what they liked best about their position and what they found challenging. Some of the themes identified in the analysis centered on…