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Rural Schools

• Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
  Examines how the inclusion of multicultural texts played out in one predominantly white rural community, focusing on repercussions of a key event that set off conflict in the community and describing how various interpretations of this event haped teachers' and community members' beliefs about the selection, interpretation, and teaching of multicultural literature. (SM).
• Changing Faces of Reform. Proceedings of the Annual Rural & Small Schools Conference (18th, Manhattan, Kansas, October 27-28, 1996).
  This proceedings contains abstracts of 21 presentations.
• Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, South Carolina, March 25-28, 1998)
  This proceedings contains 64 papers on rural special education. Papers present promising practices in rural special education, discussions of theory and research, research findings, program descriptions, and topics of current concern.
• Crisis in the Heartland: Addressing Unexpected Challenges in Rural Education
  Recent increases in cultural and linguistic diversity in Kansas have raised three challenges for educators, especially rural educators: geographic isolation, capacity building, and professional development. Describes innovative, nontraditional programs developed by Kansas State University to help educators meet these challenges, including distance education, collaborative site-specific adaptations of curriculum and instruction, and cross-cultural sensitivity training.
• Daring To Change: The Potential of Intercultural Education in Aymara Communities in Chile
  Describes and evaluates a teacher training project in Chile that was meant to change attitudes toward native culture among rural teachers in one Aymara school district serving approximately 200 children. Findings suggest that hegemonic barriers stand in the way of broadening the scope of intercultural education in plural, democratic societies.
• Multicultural Literature in Rural Schools: A Social Studies Unit that Promotes Cultural Awareness
  Presents a study in which 12 multicultural literature selections were used in a unit on families in order to facilitate the cultural awareness of second-grade students who live in a predominately African American, rural community. Discusses the themes that emerged.
• Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities
  This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education.
• The Challenge of Educating English Language Learners in Rural Areas
  Rural school districts are experiencing an influx of language minority students. Rural communities generally have little experience with people from other cultures and have fewer resources and bilingual people.
• The Challenge of Educating English Language Learners in Rural Areas
  Rural school districts are experiencing an influx of language minority students. Rural communities generally have little experience with people from other cultures and have fewer resources and bilingual people.
• The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity
  A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school.
• The Understanding of Local Context in Teacher Education
  The teacher education program at Western Montana College helps preservice teachers understand how the local context of the rural school and its community impacts student learning and the teacher's role. Coursework and multiple field experiences help preservice teachers identify their own cultural background and give them experience in teaching culturally diverse students.
• What Diverse, Rural Communities Need and Want from Their Teachers
  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.