A Long Trek: Systems of Support and Isolation in Rural Teachers' Professional Development

Autor/in	Gallo, Jessica R.
Titel	A Long Trek: Systems of Support and Isolation in Rural Teachers' Professional Development
Quelle	(2013), (100 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-7093-5
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; School Support; Social Isolation; Faculty Development; School Districts; Case Studies; Interviews; Teacher Surveys; Administrator Attitudes; Teacher Characteristics; Professional Identity; Individual Characteristics; Barriers; Teaching Load; Geographic Location; Economic Impact; Collegiality; Educational Policy; Rural Sociology; Coping; Teacher Attitudes; Personal Narratives; Wisconsin + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulförderverein; Soziale Isolation; School district; Schulbezirk; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrdeputat; Ökonomische Determinanten; Kollegialität; Politics of education; Bildungspolitik; Agrarsoziologie; Bewältigung; Lehrerverhalten; Erlebniserzählung
Abstract	This dissertation examines the various ways that teachers in two school districts in rural northern Wisconsin participate in professional development. This case study research analyzes interview data with two teachers, their administrators, and a Cooperative Educational Service Agency professional using a critical sociocultural framework in order to understand the intersections of rurality and professional development in the teachers' personal and professional lives. Participants' stories revealed that there are many barriers that make the process of engaging in professional development difficult: long distances, lack of economic resources, and heavy workloads that require a lot of time and energy both inside and outside of school. Despite these challenges, the participants in this study found systems of support among their colleagues and within district policies to allow for professional learning. By examining participants' narratives in light of dominant narratives about rural people and places, this study also finds that rural teachers' personal and professional lives intersect in complex and nuanced ways particular to their individual rural contexts. Finally, this study calls for deeper and more robust research about the intricate connections between rural teachers' professional lives and the context in which they teach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01