This study addressed the question, "What factors do experts perceive as impacting STEM achievement of students in rural schools with predominantly Indigenous students?" A thematic analysis of interviews with 40 educators with a depth of experience identified six major themes: holistic STEM education, inclusion of local culture in STEM…

One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blase & Blase, 2001). The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development. A story line of one rural science…

Through administrator and teacher surveys and interviews, this study examined recruiting and interviewing practices of eighty-three rural school districts located in, and between, the rural Ozark Plateau and Mississippi River Delta. Survey results indicated that districts with smaller student populations were far less likely to have an identified…

This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers. This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a…

Among 214 Ohio school districts surveyed, the values affecting teacher selection vary across district size. Small districts value enthusiasm, medium-sized districts personal integrity, and large districts the control of student behavior. Differences by district size were generally small for preferred teacher characteristics, screening procedures,…

An American Institute of Physics survey was modified to determine major physics topics emphasized in small Missouri high schools and teachers' perceived adequacy to teach them. Data tables show the emphasis that 103 Missouri teachers placed on 38 physics topics, compared to national counterparts, as well as teachers' perceptions of their knowledge…

Addresses problems peculiar to rural areas that impede harmonious working relationship between parents of handicapped children and school personnel--changing characteristics of rural schools, characteristics of rural parents, and attitudes of school personnel toward parents. Offers suggestions to facilitate parent interactions with school…

Describes rural education in terms of its traditional values, characteristics, most persistent problem (recruiting and retaining qualified teachers), and ultimate challenge. (Author/AH)

A survey of 183 rural and nonrural science teachers in northeast Texas revealed that rural science teachers were often inexperienced, uncertified, young graduates who taught three or more class assignments in older, inadequately supplied classrooms. Both rural and nonrural teachers expressed dissatisfaction with equipment and supplies. Includes…

Two community meetings in a rural multicultural New Mexico school district examined community expectations of teachers. Awareness and sensitivity to cultural differences were identified as the most important qualities. Other qualities are presented in three sections: knowledge, skills, and attitudes. Commonly held values and beliefs of Native…

This case study was intended to explore the premise that the perceptions of the stakeholders regarding inclusion should enhance the implementation of the process in a K-12 rural setting. Therefore, rural high school students' and rural general education and special education teachers' perceptions of inclusion provided the primary focus of this…