A01=Paul M. Nachtigal
A01=Paul Nachtigal Director
Author_Paul M. Nachtigal
Author_Paul Nachtigal Director
Category=JNA
College Professors
community engagement strategies
curriculum innovation rural schools
Development Corporation
Education Agencies
Education Professions Development Act
educational policy analysis
Elk River
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eq_society-politics
ESEA Title
Good Life
Grand Forks
Holmes County
Leadership Development Program
Local Education Agencies
local stakeholder involvement
Migrant Education Programs
Panola County
participatory school reform
President's National Advisory Commission
Pure
Region XV
Regional Education Service Center
Rural America
Rural Education
Rural School
rural school improvement case studies
School's Business
Small Rural Schools
Teacher Corps
teacher professional development
Time Clock
Title Iii
Product details
- ISBN 9780367286293
- Weight: 780g
- Dimensions: 152 x 241mm
- Publication Date: 07 May 2019
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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The close-knit, personal nature of small rural communities results in school and community operating as a single integrated social structure. Useful rural school improvement strategies must, therefore, address needs that are recognized by both the local school and the community and must operate in a style congruent with the local setting. Although outside ideas and resources may contribute greatly to successful plans to improve rural schools, a high level of local involvement is essential in determining the specifics of those plans. This is clearly demonstrated by the thirteen case studies presented in this book, in which the strategies that have been effective over time in resolving rural school problems are distinguished by a high degree of local participation. The cases–chosen to provide good examples of particular strategies and also to represent the diversity that characterizes rural America–cover centrally designed, heavily funded programs as well as small-scale, locally initiated efforts in such areas as teacher training, the introduction of new curricula, and community participation in education decision making and political action. The final chapters analyze the case studies in practical terms and recommend policy and practice for future rural school improvement.
Paul M. Nachtigal is director of the Rural Education Project at the Mid-continent Regional Education Laboratory. Prior to working on the study encompassed by this book, he was a project specialist with the Ford Foundation and served as superintendent of schools in several Colorado communities.
