School and Community Impacts of Hydraulic Fracturing within Pennsylvania's Marcellus Shale Region, and the Dilemmas of Educational Leadership in Gasfield Boomtowns

Autor/inn/en	Schafft, Kai A.; Biddle, Catharine
Titel	School and Community Impacts of Hydraulic Fracturing within Pennsylvania's Marcellus Shale Region, and the Dilemmas of Educational Leadership in Gasfield Boomtowns
Quelle	In: Peabody Journal of Education, 89 (2014) 5, S.670-682 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2014.956567
Schlagwörter	Engineering Technology; Power Technology; Fuels; Economic Impact; Rural Areas; Interviews; Focus Groups; Social Change; Public Education; Economic Development; Teacher Attitudes; Administrator Attitudes; Community Change; Institutional Characteristics; Career Counseling; Educational Counseling; Place Based Education; Testing; Barriers; Postsecondary Education; Elementary Secondary Education; Educational Administration; School Community Relationship; Community Benefits; Qualitative Research; Pennsylvania + Suchen Sie Ihr Suchwort? Maschinenbautechnik; Antriebstechnik; Treibstoff; Ökonomische Determinanten; Rural area; Ländlicher Raum; Interviewing; Interviewtechnik; Sozialer Wandel; Öffentliche Erziehung; Wirtschaftsentwicklung; Lehrerverhalten; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Testdurchführung; Testen; Post-secondary education; Tertiäre Bildung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitative Forschung
Abstract	Innovations associated with gas and oil drilling technology, including new hydraulic fracturing and horizontal drilling techniques, have recently led to dramatic boomtown development in many rural areas that have endured extended periods of economic decline. The Marcellus Shale play, one of the world's largest gas-bearing shale formations, lies beneath approximately two-thirds of Pennsylvania, including some of the state's most economically lagging rural areas. Spurred by a state-level policy environment favorable to unconventional gas extraction, drilling activity in the last five years has rapidly increased, often with profound social, economic, and environmental implications for communities. In this paper we use schooling as a particular analytic lens for understanding the dynamics of natural resource boomtown development, community change, and how these changes may affect educational and instructional decision making. Using data from interviews and focus groups with educators and administrators in Pennsylvania communities experiencing intensive natural gas development, we discuss the multiple organizational, curricular, and educational dilemmas school leaders face in the context of both rapid, unpredictable community change, and an educational policy environment unfavorable to place-sensitive educational responses to local change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10