Leadership for Rural School District Improvement: The Case of One Statewide Research Practice Partnership

Autor/inn/en	Wargo, Elizabeth; Budge, Kathleen; Carr-Chellman, Davin; Canfield-Davis, Kathryn
Titel	Leadership for Rural School District Improvement: The Case of One Statewide Research Practice Partnership
Quelle	In: Journal of Research in Rural Education, 37 (2021) 1, (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Urban Schools; School Districts; Rural Schools; Universities; Partnerships in Education; College School Cooperation; Leadership; Educational Improvement; Educational Research; Capacity Building; Focus Groups; Rural Areas; Geographic Isolation; Superintendents; Educational Researchers; Idaho + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Rural area; Rural areas; Ländlicher Raum; Schulen; University; Universität; Hochschulpartnerschaft; Führung; Führungsposition; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Schulrat; Erziehungswissenschaftler; Erziehungswissenschaftlerin
Abstract	Research-practice partnerships (RPPs), where researchers and practitioners work in concert to address persistent problems of practice, provide promising mutualistic benefits in urban school settings. Drawing on an integrated framework, this case study explores the initial development of an RPP between six small and rural school districts and two universities, highlighting the complexities of leadership and rurality associated with this type of school improvement work. By using a rapid reconnaissance focus group approach, known as the Sondeos, the political landscape in each district emerged, with nuanced (and in many cases shifting) boundaries. This place-conscious adaptive method may be a promising tool to support rural education researchers and rural school leaders as they work together to actualize viable research-informed improvement. However, our findings illustrate that adaptive leadership capacity building may be a necessary element to sustain such work. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01