NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1018442
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1551-0670
Storylines about Rural Teachers in the United States: A Narrative Analysis of the Literature
Burton, Megan; Brown, Kara; Johnson, Amy
Journal of Research in Rural Education, v28 n12 2013
This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010--four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related education research: (1) rural teachers are professionally isolated, (2) rural teachers are different from urban and/or suburban teachers, (3) rural teachers are often lacking in professional knowledge/teaching credentials, and (4) rural teachers are particularly resistant to change. Examining the explicit and implicit ways in which rural teachers and schools are portrayed as problematic in research underscores the significant role academics play in sustaining the "rural problem" storyline.
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/
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A