Why Shouldn't Rural Kids Have It All? Place-Conscious Leadership in an Era of Extralocal Reform Policy

Autor/in	Budge, Kathleen M.
Titel	Why Shouldn't Rural Kids Have It All? Place-Conscious Leadership in an Era of Extralocal Reform Policy
Quelle	In: Education Policy Analysis Archives, 18 (2010) 1, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Rural Areas; Rural Education; Instructional Leadership; Help Seeking; Resistance (Psychology); Community Leaders; Accountability; Educational Policy; Educational Quality; State Government; Federal Government; Attitudes; Perspective Taking; Case Studies; Economically Disadvantaged; School District Autonomy; Geographic Location; Role; United States + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Resistenz; Community leadership; Gemeindeleitung; Verantwortung; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bund-Länder-Beziehung; Bundesregierung; Attitude; Einstellung; Verhalten; Zukunftsperspektive; Case study; Fallstudie; Case Study; School district; School districts; Autonomy; School autonomy; Schulautonomie; Rollen; USA
Abstract	This article explores school and community leaders' beliefs about standards-based reform and the purposes of local schooling in a single rural community in the western United States. The study used interviews of 11 community and school leaders in the community. Participants engage in a balancing act between serving local interests and satisfying extralocal mandates. They care about both the students they serve and the place they inhabit, and their own assessment of the educational enterprise indicated that state and federal policy had had little constructive influence on either. The conclusion explores critical place-consciousness as a possible tool to refocus rural educators' attention on the intent of the standards-based movement and to ensure that schooling supports individual student success and the needs of rural communities. (Contains 3 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10