Respect and Responsibility: Review of Research on Small Rural Schools in England

Autor/in	Hargreaves, Linda M.
Titel	Respect and Responsibility: Review of Research on Small Rural Schools in England
Quelle	In: International Journal of Educational Research, 48 (2009) 2, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2009.02.004
Schlagwörter	Urban Schools; Small Schools; Rural Schools; Educational Change; Foreign Countries; Public Policy; Educational History; Research Needs; Teaching Conditions; Educational Environment; Educational Policy; Educational Research; Research Reports; Institutional Survival; United Kingdom (England) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Bildungsreform; Ausland; Öffentliche Ordnung; History of education; Bildungsgeschichte; Forschungsbedarf; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht
Abstract	This paper reviews 25 years of research on small rural schools in England, in a period of unprecedented educational reform, and shift in government policy on small schools from persistent threat of closure through a period of a centrally funded "presumption against closure" in the early 2000s. It notes a dearth of funded or peer-reviewed research since that time, but reports new research on the status of teachers in small rural schools who feel greater responsibility towards, and sense greater respect from people inside and outside schools than do their large urban school counterparts. A call for theory-led, well-designed, comparative and large-scale studies, the application of the new definition of rurality, and research which seeks pupil and community voices is expressed. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10