A Comparative Analysis of the Educational Priorities and Capacity of Rural School Districts

Autor/in	Wallin, Dawn
Titel	A Comparative Analysis of the Educational Priorities and Capacity of Rural School Districts
Quelle	In: Educational Management Administration & Leadership, 36 (2008) 4, S.566-587 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143208095794
Schlagwörter	Rural Schools; Educational Change; Foreign Countries; Rural Sociology; Comparative Analysis; Social Capital; Rural Education; Educational Policy; Governance; Needs Assessment; Fiscal Capacity; School District Wealth; Canada + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsreform; Ausland; Agrarsoziologie; Sozialkapital; Ländliche Erwachsenenbildung; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bedarfsermittlung; Finanzmittel; Kanada
Abstract	This article outlines a comparative analysis of three studies (one provincial, and two school division) that examined the congruence between the priorities of the Manitoba government's "Kindergarten to Senior 4 (K-S4) Education Agenda for Student Success" and priorities identified by stakeholders in a rural Manitoba (Canada) school division, as well as the capacity of the division to achieve them. Capacity was defined utilizing a model developed out of rural sociology termed entrepreneurial social infrastructure which includes three components for success: (1) Legitimization of Alternatives; (2) Diverse Networks; and (3) Resource Mobilization. The findings of the study suggest that (1) rural areas are dynamic and unique in their economic, social and demographic characteristics, and (2) that theoretical conceptualizations of how rural areas develop and/or thrive have yet to be refined, particularly as they relate to rural education. School reform efforts have a tendency to essentialize schooling across contexts, which provides many challenges to rural school divisions when they do not reflect local purposes, interests and/or capacities. A more localized and responsive conceptualization of school improvement strategies is therefore necessary, as well as research that is tailored to the particular needs of rural communities. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10