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Wednesday, June 27, 2007


More from JRRE

A message from Alan Parks (alan_parks@umit.maine.edu).

The Journal of Research in Rural Education has just published Volume 22 Number 7, "Discourses of cultural relevance in Nunavut schooling" by M. Lynn Aylward (Acadia University). It can be accessed directly from:

Abstract: Academic discourse relating to the cultural relevance of indigenous education is ever expanding both nationally in Canada and internationally. Reflecting upon recent research data as well as lived experience as a teacher educator in Nunavut, I offer a critique of some well-established beliefs connected to considerations of culturally appropriate schooling within indigenous school contexts. Specifically, the relationships between cultural relevance and sameness, place and community are explored in a discussion of educational change within the Canadian arctic territory of Nunavut.

Citation: Aylward, M. L. (2007, June 26). Discourses of cultural relevance in Nunavut schooling. Journal of Research in Rural Education, 22(7). Retrieved [date] from http://www.umaine.edu/jrre/22-7.htm

Theodore Coladarci, Editor

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Friday, June 22, 2007


JRRE Publication

A message from Alan Parks (alan_parks@umit.maine.edu).

The Journal of Research in Rural Education has just published Volume 22Number 6,

“If teachers are good to you”: Caring for Rural Girls in the Classroom, by Erin E. Seaton. It can be accessed directly from http://www.umaine.edu/jrre/22-6.htm

Abstract: This article explores eight rural middle-school girls’ perceptions of connections with their teachers. It rests on the finding that teachers offer a vital source of support for adolescent girls living in rural communities as girls come to a critical juncture in the development of their identities. Drawing on ethnographic and narrative data, I discuss the way in which rumors and reputations, gendered expectations, and miscommunications complicate the development of strong ties between the middle-school girls and their teachers, leaving the girls wishing for greater support at school. I provide a narrative example of one teachers’ care for a student, and I offer suggestions for supporting rural adolescent girls’ healthy identity development in school.

Citation: Seaton, E. E. (2007, June 21). “If teachers are good to you”: Caring for rural girls in the classroom. Journal of Research in Rural Education, 22(6). Retrieved [date] from http://www.umaine.edu/jrre/22-6.htm

Theodore Coladarci, Editor

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Friday, June 15, 2007


JRRE Update

A message from Diane Belanger (Diane_Belanger@umit.maine.edu ).

The Journal of Research in Rural Education has just published Volume 22 Number 5, "The Self-Esteem of Rural Children" by Raymond K. Yang and Robert J. Fetsch (Colorado State University). It can be accessed directly from http://www.umaine.edu/jrre/22-5.htm

Abstract: The self-esteem of children in small towns was assessed. Comparing these children’s self-rated competencies to extant norms suggests that rural children’s self-perceptions are not distinctly different from suburban and urban children. Rural children’s feelings of self-worth and self-assessments of scholastic competence are comparable to or higher than metropolitan norms. Rural children display the same decrement in self-ratings of physical appearance as they grow older—girls more so than boys—as do urban children. Rural and urban boys rate themselves higher in athletic competence than girls. The impact of rural/urban differences on children may be less marked than suspected.

Citation: Yang, R. K. and Fetsch, R. J. (2007, June 15). The self-esteem of rural children. Journal of Research in Rural Education, 22(5). Retrieved [date] from http://www.umaine.edu/jrre/22-5.htm

Theodore Coladarci, Editor

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Thursday, June 07, 2007


Symposium Information

A message from Thomas (TAlsbury@nc.rr.com).

Recently, editors from major newspapers such as The Baltimore Sun, The Washington Post, and The New York Times stated that school boards, alternative governance, board recalls, mayoral takeovers, and board dissolutions will be the "topic of the year" for 2007-2008. These trends point to a critical need for updated information on the theories, insights, and research studies of issues influencing and shaping school board governance. On September 14 and 15, 2007, esteemed researchers will convene in Des Moines, IA, to present and discuss their latest research during "School Board Research: The Main Lines of Inquiry." You are invited to share in this unique opportunity!

Why attend?

  1. Be the first to receive the very latest in school board research papers - following the symposium, these papers will be published and marketed by Rowman & Littlefield Publishers.
  2. This is a unique opportunity to connect researchers with practitioners in discussions about local governance, school board and education leadership, and other relevant areas of practice.
  3. Through your learning, you can help ensure that research on school boards develops systematically and that services to school boards reflect the latest knowledge, thus increasing their effectiveness.
  4. Get up-to-date on various theories about the role of school governance in a democratic society.

This opportunity is limited to 250 participants, so register soon! The cost to register before August 17, 2007 is $425. After August 17, registration is $475. Breakfast, lunch, snacks and conference papers are included in the registration fee. To learn more and/or to register, please go to the Symposium Web site.

Symposium sponsors are:

The Wallace
Foundation, Iowa School
Boards Foundation, and Iowa Association of School

Provided by the Iowa School Boards Foundation, 6000 Grand Ave., Des Moines, IA 50312
www.ia-sb.org Phone: 1-800-795-4272 or (515) 288-1991 Fax: (515) 243-4992

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