Is Small Beautiful? A Scoping Review of 21st-Century Research on Small Rural Schools in Europe

Autor/inn/en	Fargas-Malet, Montserrat; Bagley, Carl
Titel	Is Small Beautiful? A Scoping Review of 21st-Century Research on Small Rural Schools in Europe
Quelle	In: European Educational Research Journal, 21 (2022) 5, S.822-844 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fargas-Malet, Montserrat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211022202
Schlagwörter	Small Schools; Rural Schools; Foreign Countries; Geographic Isolation; School Size; Educational Research; Leadership; Educational Policy; School Closing; School Community Relationship; Educational Environment; Equal Education; Academic Achievement; Europe + Suchen Sie Ihr Suchwort? School; Schools; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Ausland; Bildungsforschung; Pädagogische Forschung; Führung; Führungsposition; Politics of education; Bildungspolitik; School closings; Schließung; Schließung (von Schulen); Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Europa
Abstract	Small rural schools in many countries have historically been viewed as less desirable than their larger urban counterparts, being treated less favourably in the policy arena and facing a risk of closure or amalgamation. Within Europe, they have been the focus of a range of research studies and have been defined in different ways, based mostly on the number of pupils enrolled (typically around 100), but also their geographical isolation or small number of staff. However, the last notable attempt to review the literature in this area was carried out over 10 years ago. Since then, there has been a large volume of research conducted in many European countries. This rigorous scoping review has brought together what we know from research (published in English since 2000) on small rural schools in Europe. The most common themes identified were school leadership, the importance of context (including education policy and school closures/amalgamations), and school-community relationships. Case studies and ethnographic qualitative methods were the most popular, with a stronger use made of theoretical frameworks since the previous review. Nonetheless, the current review found still significant gaps in the literature including an under-theorization of certain topics and a lack of research with children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01