Overview
- The first volume to deal specifically with rural education research in the United States
- Explores the state of the science of rural education research and emerging directions for future research
- Offers directions to advance empirical and scientific understandings in rural education to inform the work of rural education, practice, and policy
- Includes supplementary material: sn.pub/extras
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Table of contents (15 chapters)
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Front Matter
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Methodological Approaches to Rural Education Research
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Front Matter
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Rural Education Research Findings Part 1: Teacher and School Influences
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Front Matter
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Rural Education Research Findings Part 2: Family and Community Influences
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Front Matter
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Keywords
- distance coaching for early reading support
- future directions for rural education research
- future directions for rural education research
- improving educational outcomes for indigenous populations
- mathematical development of indigenous children
- national conference on rural education research
- parenting in rural communities and education
- partnership-based educational research
- research processes in rural education
- rural contextual factors in education
- rural education in the United States
- rural education research
- rural education research methodology
- rural family and community partnerships in education
- rural low-income preschool literacy development
- rural low-income preschool literacy development
- rural parents and engagement in early literacy
- rural student academic success
- technology-based coaching for rural teachers
About this book
This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy. With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy – while considering how the latter can inform future scholarship.
Editors and Affiliations
About the editors
Gwen C. Nugent, PhD
Dr. Gwen Nugent is a Research Professor at the Nebraska Center for Research on Children, Youth, Families and Schools in the College of Education at the University of Nebraska-Lincoln. With a background in cognitive psychology and K-12 instruction, she has over 30 years of experience in the design, production, and evaluation of mediated instruction. She coordinates STEM (science, technology, engineering and mathematics) development and research projects, with a focus on teacher professional development and the use of technology to improve student learning. As part of the National Center for Research in Rural Education, she served as principal investigator for the Coaching Science Inquiry in Rural Schools project, which examined how professional development and follow-up coaching influenced teachers’ knowledge and implementation of guided scientific inquiry.
Gina M. Kunz, PhD
Dr. Gina M. Kunz is a Research Associate Professor and Assistant Director at the Nebraska Center for Research on Children, Youth, Families and Schools in the College of Education and Human Sciences at the University of Nebraska-Lincoln. She is a licensed psychologist for children and adolescents with a background in school psychology. She has served in many roles in large-scale federally funded research and has led numerous professional development workshops and training sessions for pre-service and active professionals in the areas of school psychology and STEM (science, technology, engineering and mathematics) education. As a Co-Principal Investigator of the National Center for Research on Rural Education (R2Ed) and Director of Rural Outreach and Coordination, she served as a Co-Principal Investigator for the Coaching Science Inquiry in Rural Schools research project. She also served as a Co-Principal Investigator for the Conjoint Behavior Consultationin Rural Communities study.
Susan M. Sheridan, PhD
Dr. Susan M. Sheridan directs the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, and directed the National Center for Research on Rural Education (R2Ed). As a George Holmes University Professor of educational psychology at UNL, she has conducted research on family-school partnerships and early intervention for more than 25 years. Sheridan has published more than 100 books, chapters and journal articles, having authored papers that were recognized as the year’s best by School Psychology Review and Journal of School Psychology. She has earned more than $50 million in federal grants, most notably for randomized trials of family-school partnership interventions, early childhood education, and related studies. Sheridan was recently bestowed the Senior Scientist Award for career accomplishments by Division 16 (School Psychology) of the American Psychological Association.
Todd A. Glover, PhD
Todd A. Glover is an Associate Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University. He has been a PI or Co-PI of multiple largescale, federally-funded randomized trials investigating the efficacy of school-based interventions
for at-risk or underserved students. As Co-PI of the National Center for Research on Rural Education (R²Ed), Dr. Glover has had extensive experience forging research partnerships with schools. His research and scholarly writing in journals and chapters and editorship/co-editorship of books focuses on integrating evidence-based interventions and high quality professional development into systems of support for students in school settings.
Lisa L. Knoche, PhD
Dr. Knoche is a Research Associate Professor at the Nebraska Centerfor Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln. She also serves as the director of the center’s Nebraska Early Childhood Research Academy. Knoche is an applied developmental psychologist with expertise in the design, development, and evaluation of early childhood interven-tion and prevention programs to support healthy development in young children and support family engagement in early learning. Dr. Knoche is particularly experienced in issues of implementation science, including measurement of fidelity across systemic levels, and she is interested in identifying and supporting effective professional development strategies for early childhood professionals. She has extensive experience in implementing collaborative research programs with educational partners.
Dr. Gwen Nugent is a Research Professor at the Nebraska Center for Research on Children, Youth, Families and Schools in the College of Education at the University of Nebraska-Lincoln. With a background in cognitive psychology and K-12 instruction, she has over 30 years of experience in the design, production, and evaluation of mediated instruction. She coordinates STEM (science, technology, engineering and mathematics) development and research projects, with a focus on teacher professional development and the use of technology to improve student learning. As part of the National Center for Research in Rural Education, she served as principal investigator for the Coaching Science Inquiry in Rural Schools project, which examined how professional development and follow-up coaching influenced teachers’ knowledge and implementation of guided scientific inquiry.
Gina M. Kunz, PhD
Dr. Gina M. Kunz is a Research Associate Professor and Assistant Director at the Nebraska Center for Research on Children, Youth, Families and Schools in the College of Education and Human Sciences at the University of Nebraska-Lincoln. She is a licensed psychologist for children and adolescents with a background in school psychology. She has served in many roles in large-scale federally funded research and has led numerous professional development workshops and training sessions for pre-service and active professionals in the areas of school psychology and STEM (science, technology, engineering and mathematics) education. As a Co-Principal Investigator of the National Center for Research on Rural Education (R2Ed) and Director of Rural Outreach and Coordination, she served as a Co-Principal Investigator for the Coaching Science Inquiry in Rural Schools research project. She also served as a Co-Principal Investigator for the Conjoint Behavior Consultationin Rural Communities study.
Susan M. Sheridan, PhD
Dr. Susan M. Sheridan directs the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, and directed the National Center for Research on Rural Education (R2Ed). As a George Holmes University Professor of educational psychology at UNL, she has conducted research on family-school partnerships and early intervention for more than 25 years. Sheridan has published more than 100 books, chapters and journal articles, having authored papers that were recognized as the year’s best by School Psychology Review and Journal of School Psychology. She has earned more than $50 million in federal grants, most notably for randomized trials of family-school partnership interventions, early childhood education, and related studies. Sheridan was recently bestowed the Senior Scientist Award for career accomplishments by Division 16 (School Psychology) of the American Psychological Association.
Todd A. Glover, PhD
Todd A. Glover is an Associate Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University. He has been a PI or Co-PI of multiple largescale, federally-funded randomized trials investigating the efficacy of school-based interventions
for at-risk or underserved students. As Co-PI of the National Center for Research on Rural Education (R²Ed), Dr. Glover has had extensive experience forging research partnerships with schools. His research and scholarly writing in journals and chapters and editorship/co-editorship of books focuses on integrating evidence-based interventions and high quality professional development into systems of support for students in school settings.
Lisa L. Knoche, PhD
Dr. Knoche is a Research Associate Professor at the Nebraska Centerfor Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln. She also serves as the director of the center’s Nebraska Early Childhood Research Academy. Knoche is an applied developmental psychologist with expertise in the design, development, and evaluation of early childhood interven-tion and prevention programs to support healthy development in young children and support family engagement in early learning. Dr. Knoche is particularly experienced in issues of implementation science, including measurement of fidelity across systemic levels, and she is interested in identifying and supporting effective professional development strategies for early childhood professionals. She has extensive experience in implementing collaborative research programs with educational partners.
Bibliographic Information
Book Title: Rural Education Research in the United States
Book Subtitle: State of the Science and Emerging Directions
Editors: Gwen C. Nugent, Gina M. Kunz, Susan M. Sheridan, Todd A. Glover, Lisa L. Knoche
DOI: https://doi.org/10.1007/978-3-319-42940-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2017
Hardcover ISBN: 978-3-319-42938-0Published: 24 October 2016
Softcover ISBN: 978-3-319-82699-8Published: 22 April 2018
eBook ISBN: 978-3-319-42940-3Published: 12 October 2016
Edition Number: 1
Number of Pages: VI, 298
Number of Illustrations: 17 b/w illustrations
Topics: Sociology of Education, Educational Policy and Politics, Early Childhood Education, Educational Psychology