ERIC Number: EJ1395236
Record Type: Journal
Publication Date: 2023
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2637-8965
EISSN: N/A
More Knowledgeable Others: Exploring Professional Development of Rural Reading Specialists
Educational Research: Theory and Practice, v34 n2 p68-74 2023
Educators in rural settings experience many unique professional circumstances due to the rural context of their schools; one such unique circumstance is professional development opportunities that are unavailable locally. Rural reading specialists have limited opportunities for local professional development as well as limited opportunities for collaboration with other reading specialists. This qualitative case study explored the characteristics of effective professional development for rural reading specialists. Reading specialists located in rural, Eastern Montana were surveyed about their professional development opportunities. From the survey results, focus group participants were identified to further elaborate on professional development considerations and opportunities for rural reading specialists. A key finding was rural reading specialists relied on the More Knowledgeable Other.
Descriptors: Rural Education, Reading Instruction, Reading Teachers, Reading Consultants, Specialists, Teacher Collaboration, Faculty Development
Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Montana
Grant or Contract Numbers: N/A