There's No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

Autor/inn/en	Weiss, Margaret P.; Rowe, Dawn A.; Mims, Pamela J.; Farmer, Thomas W.
Titel	There's No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 2, S.154-167 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Dawn A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266231155856
Schlagwörter	Fidelity; Program Implementation; Rural Schools; Special Education Teachers; Teacher Burnout; Faculty Mobility; Students with Disabilities; Emotional Disturbances; Behavior Disorders; Evidence Based Practice; Educational Resources; Barriers + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Bildungsmittel
Abstract	Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term "rural" is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood's article [EJ1379709] provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a perspective of rural schools, where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01