"The Panhandle Is Different than the Peninsula": How Rural Colleges in Florida Implemented Education Reform

Autor/inn/en	Nix, Amanda N.; Bertrand Jones, Tamara; Hu, Shouping
Titel	"The Panhandle Is Different than the Peninsula": How Rural Colleges in Florida Implemented Education Reform
Quelle	85 (2020) 3, S.658-682 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Nix, Amanda N.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/ruso.12309
Schlagwörter	Rural Schools; Community Colleges; Educational Change; Program Implementation; Developmental Studies Programs; Rural Urban Differences; Organizational Culture; State Legislation; Educational Legislation; Educational Policy; State Policy; Educational Trends; Florida + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Community college; Community College; Bildungsreform; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Stadt-Land-Beziehung; Unternehmenskultur; Landesrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Bildungsentwicklung
Abstract	When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of "situated cognition." Specifically, we ask whether the colleges implemented DE reform in unique ways that may have differed from their non-rural counterparts and what their rationale was for doing so. Our work indicates that institutional culture and capacity generated a combination of strengths and constraints in how reform played out in a rural context. In some ways, a rural-serving identity made colleges more flexible and better able to adjust their advising and curricular structures to comply with the mandates of SB 1720. But in other ways, rural-serving institutions lacked the resources necessary to adequately support students and campus personnel through this dramatic transition toward new ways of providing DE. In looking toward the passage and implementation of future education reform, we call upon policymakers to consider more deeply the design of policies to ensure they support rural and non-rural colleges alike. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01