STEM Education in Rural Schools: Implications of Untapped Potential

Autor/inn/en	Harris, Rachel S.; Hodges, Charles B.
Titel	STEM Education in Rural Schools: Implications of Untapped Potential
Quelle	In: National Youth-At-Risk Journal, 3 (2018) 1, S.3-12, Artikel 2 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6426
Schlagwörter	STEM Education; Rural Schools; Research Needs; Educational Finance; Resource Allocation; Access to Education; Parent Attitudes; Relevance (Education); Place Based Education; Outreach Programs; Elementary Secondary Education; Disadvantaged; Georgia + Suchen Sie Ihr Suchwort? STEM; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Forschungsbedarf; Bildungsfonds; Ressourcenallokation; Education; Access; Bildung; Zugang; Bildungszugang; Elternverhalten; Relevance; Relevanz; Jobcoaching
Abstract	A large number of students in American public schools attend rural schools. In this paper, the authors explore rural science, technology, engineering, and math (STEM) education and the issues associated with STEM education for students, teachers, and parents in rural communities. Characteristics of rural STEM education are examined to highlight unique considerations for this context. The authors conclude with the recommendation that more research is needed that specifically addresses rural STEM education. (As Provided).
Anmerkungen	College of Education at Georgia Southern University. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: nyarjournal@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/nyar/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01