Literaturnachweis - Detailanzeige
Autor/in | Wallin, Dawn |
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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 |
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 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 |