The Coalition of Essential Schools and Rural Educational Reform

Autor/in	La Prad, Jim
Titel	The Coalition of Essential Schools and Rural Educational Reform
Quelle	In: Rural Educator, 36 (2015) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Education; Rural Schools; Rural Areas; Educational Change; High Schools; School Districts; Justice; Democracy; Citizenship; Interpersonal Relationship; Teacher Student Relationship; Learner Engagement; Young Adults; High School Teachers; High School Students + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsreform; High school; Oberschule; School district; Schulbezirk; Gerechtigkeit; Demokratie; Staatsbürgerschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Young adult; Junger Erwachsener; High schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin
Abstract	The Coalition of Essential Schools (CES) has existed for thirty years and includes hundreds of public schools that are diverse in size, population, and programmatic emphasis. A qualitative grounded theory approach is utilized to describe how three rural (non-urban/suburban) high schools operationalize CES Common Principles. This research documents that the CES reform network may be both a viable and underutilized reform model for rural school districts to assist them in achieving educational excellence. Empirical data came from school site visits, interviews and school documents. Grounded theory identifies four working hypothesis that explain how these schools, as CES members, aim to be true to the Coalition's principles. The working hypotheses are: (1) Educational justice, democracy, and citizenship, (2) The educational value of interpersonal relationships between teachers and students, (3) Pedagogical and curricular organization to enhance student engagement and learning, and (4) Pathways to adulthood via the world. (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01