ERIC Number: ED360115
Record Type: Non-Journal
Publication Date: 1992-Oct
Reference Count: N/A
Characteristics of Successful Schools: Perception Differences between Rural and Urban Elementary School Teachers.
Reuter, Steven F.
An inventory consisting of 25 Likert-type statements assessed the perceptions of 62 urban and 66 rural Minnesota elementary teachers concerning educational practices that enhance or prohibit success in their schools. Urban teachers were more positive than rural teachers about factors contributing to success in their respective schools, differing significantly on 13 of 25 statements. Successful school practices identified by urban teachers included: (1) time and money for staff development; (2) grade level meetings; (3) support for professional development; (4) use of alternative delivery systems in the classroom; (5) site based management; and (6) an array of parent communication techniques. Rural teachers often commented that they valued being left alone to run their classrooms as they chose. Practices identified by urban teachers as lessening school success appeared to focus on curriculum and time. Most negative school practices identified by rural teachers centered on budgets and consolidation. Other negative rural school practices were related to lack of appropriate communication with parents. Further analysis of written comments indicates that unsuccessful practices identified by urban teachers could be changed with time management improvements, while rural teachers portrayed a feeling of hopelessness. Contains several tables of survey results and 23 references. (KS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota