The School Experiences of Rural Youths: A Study in Appalachian Ohio

Autor/inn/en	Hoffman, Jill A.; Anderson-Butcher, Dawn; Fuller, Michael; Bates, Samantha
Titel	The School Experiences of Rural Youths: A Study in Appalachian Ohio
Quelle	In: Children & Schools, 39 (2017) 3, S.147-155 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdx010
Schlagwörter	Rural Schools; Middle School Students; Student Attitudes; Student Experience; Student Surveys; Regression (Statistics); Barriers; At Risk Students; Academic Achievement; Needs Assessment; Peer Relationship; Parent Participation; Student Diversity; Student School Relationship; Student Motivation; Statistical Analysis; Ohio + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Studienerfahrung; Schülerbefragung; Regression; Regressionsanalyse; Schulleistung; Bedarfsermittlung; Peer-Beziehungen; Elternmitwirkung; Schüler-Lehrer-Beziehung; Schulische Motivation; Statistische Analyse
Abstract	Rural schools face unique challenges that affect student academic success or failure. Youths served in rural settings experience barriers to learning that negatively influence their achievement and developmental outcomes. To improve outcomes for rural youths, it is important for schools to understand overall school experiences so that school-wide interventions may be put in place to combat identified risks. In this study, descriptive statistics were used to examine rural middle school youths' perceptions of their overall school experiences, and a logistic regression explored how these experiences influence their academic achievement. Data were collected from 3,296 middle school youths in six Appalachian counties as part of a community-wide needs assessment. Examination of rural youths' school experiences revealed well-developed peer relationships and high perceptions of parental involvement. Authors identified evident needs in relation to student perceptions of support for diversity and limited school connectedness. Results from logistic regression analyses showed that academic motivation and peer relationships were positively and significantly related to academic achievement. The article concludes with a discussion of the findings' implications for social work practice in rural schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01