Effective Schooling in Rural Alaska: Information for the Rural Effective Schools Project.

Autor/inn/en	Kleinfeld, Judith; McDiarmid, G. Williamson
Institution	Alaska Univ., Fairbanks. Inst. of Social, Economic, and Government Research.
Titel	Effective Schooling in Rural Alaska: Information for the Rural Effective Schools Project.
Quelle	(1983), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Aptitude; Alaska Natives; American Indian Education; Cultural Differences; Educational Practices; Educational Quality; Educational Research; Homework; Multigraded Classes; One Teacher Schools; Prediction; Principals; Rural Education; Teacher Attitudes; Teacher Effectiveness; Teaching Methods; Work Environment + Suchen Sie Ihr Suchwort? Schulleistung; Inuit; Kultureller Unterschied; Bildungspraxis; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Hausaufgabe; Mehrstufenklasse; Einlehrerschule; Vorhersage; Principal; Schulleiter; Ländliche Erwachsenenbildung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmilieu
Abstract	Because rural Alaska educators were skeptical of the applicability to their teaching situations of various educational research results, researchers randomly surveyed rural Alaskan teachers to provide background information for the Rural Effective Schools Project and for educators who want to help rural schools increase their effectiveness. Three hundred four teachers (96% of those surveyed) responded by mail to questions about the use and effectiveness of teaching practices recommended nationally and for American Indian children, their preferred instructional methods, and their personal job satisfaction. In general, rural Alaskan teachers did not report frequent use of nationally recommended practices; rather, they used practices advocated in American Indian research literature such as hands-on and self-paced instruction. Only about half the teachers regularly assigned homework. Most expected their students to complete high school, but not to attend or complete college. Only about 40% felt their students' academic ability met or could be expected to meet national averages. For many teachers, academic progress represented a problem. Though satisfied with many aspects of their jobs, rural teachers reported frustrating relationships with district centers and little opportunity for professional growth. These findings have significant implications for the Rural Effective Schools Project. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC