Motives for Dissertation Research at the Intersection between Rural Education and Curriculum and Instruction

Autor/inn/en	Howley, Craig B.; Howley, Aimee; Yahn, Jacqueline
Titel	Motives for Dissertation Research at the Intersection between Rural Education and Curriculum and Instruction
Quelle	In: Journal of Research in Rural Education, 29 (2014) 5, (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Doctoral Dissertations; Literature Reviews; Content Analysis; Discourse Analysis; Curriculum Research; Rural Schools; Educational Research; Instruction; Instructional Improvement; Rural Education; Classification; Content Area Writing; Educational Quality + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Inhaltsanalyse; Diskursanalyse; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Unterrichtsqualität; Ländliche Erwachsenenbildung; Classification system; Klassifikation; Klassifikationssystem; Schriftliche Übung; Quality of education; Bildungsqualität
Abstract	Dissertation literature focusing on issues of curriculum and instruction (C&I) in rural schools has substantially increased since 1987. We located 580 possibly rural C&I dissertations and subsequently identifi ed 194 as probably rural; of these we were able to obtain digital copies of 188 full-length studies. Our purpose was to characterize the explicit motives evident in the discourse of these 188 works. Kenneth Burke's "A Grammar of Motives" supplied the theoretical framework supporting our consensus coding of each dissertation as primarily reflecting one of four rural motives: (1) rural knowledge motive, (2) rural justice motive, (3) rural caring motive, and (4) rural convenience motive. The motive characterizing more than half of the dissertations was rural knowledge whereas the motive characterizing the fewest dissertations was rural caring. Our interpretation speculates about the tendency for C&I studies to focus on improvement, especially in face of the purported defi ciency of rural people and places. Detailed analysis of 188 dissertations also gave us a basis to offer critique of dissertation research in the fi eld of rural education with recommendations for dissertation students and the faculty who support dissertation work. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10