Conceptualising Diversity in a Rural School
Saved in:
| Title: | Conceptualising Diversity in a Rural School |
|---|---|
| Language: | English |
| Authors: | Tuters, Stephanie |
| Source: | International Journal of Inclusive Education. 2015 19(7):685-696. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Rural Schools, Cultural Differences, Qualitative Research, Elementary School Teachers, Interviews, Foreign Countries, Case Studies |
| Geographic Terms: | Canada |
| DOI: | 10.1080/13603116.2014.964573 |
| ISSN: | 1360-3116 |
| Abstract: | This article describes a qualitative study which investigated how teachers made meaning of and responded to diversity in their rural school. While there is a large amount of information regarding how diversity plays out in urban settings and how teachers respond to it [e.g. Dei, G. J. S., I. M. James, L. L. Karumanchery, S. James-Wilson, and J. Zine. 2003. "Removing the Margins: The Challenges and Possibilities of Inclusive Schooling." Toronto: Canadian Scholars' Press], little exists regarding rural schools. This is particularly troubling because of the large proportion of students attending rural schools. Data for this study were collected during individual interviews with seven elementary school teachers in a rural school in Ontario, Canada. Participants highlighted a number of categories of difference amongst their student cohort and how the challenges associated with this diversity were compounded by living in a rural area. The perceptions of participants are mirrored in educational policy and literature. Rural areas are expanding in population and diversity, and rural students are experiencing poverty and educational failure at the same levels of many large urban centres [Barlow, D. 2008. "America's Forgotten Schools." The Education Digest 22 (8): 67-70]. Yet rural schools are being ignored in educational policy, largely based on misconceptions about the nature and value of rural environments. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2015 |
| Accession Number: | EJ1062435 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1062435 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Conceptualising Diversity in a Rural School – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tuters%2C+Stephanie%22">Tuters, Stephanie</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2015 19(7):685-696. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2015 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13603116.2014.964573 – Name: ISSN Label: ISSN Group: ISSN Data: 1360-3116 – Name: Abstract Label: Abstract Group: Ab Data: This article describes a qualitative study which investigated how teachers made meaning of and responded to diversity in their rural school. While there is a large amount of information regarding how diversity plays out in urban settings and how teachers respond to it [e.g. Dei, G. J. S., I. M. James, L. L. Karumanchery, S. James-Wilson, and J. Zine. 2003. "Removing the Margins: The Challenges and Possibilities of Inclusive Schooling." Toronto: Canadian Scholars' Press], little exists regarding rural schools. This is particularly troubling because of the large proportion of students attending rural schools. Data for this study were collected during individual interviews with seven elementary school teachers in a rural school in Ontario, Canada. Participants highlighted a number of categories of difference amongst their student cohort and how the challenges associated with this diversity were compounded by living in a rural area. The perceptions of participants are mirrored in educational policy and literature. Rural areas are expanding in population and diversity, and rural students are experiencing poverty and educational failure at the same levels of many large urban centres [Barlow, D. 2008. "America's Forgotten Schools." The Education Digest 22 (8): 67-70]. Yet rural schools are being ignored in educational policy, largely based on misconceptions about the nature and value of rural environments. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 39 – Name: DateEntry Label: Entry Date Group: Date Data: 2015 – Name: AN Label: Accession Number Group: ID Data: EJ1062435 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1062435 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13603116.2014.964573 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 685 Subjects: – SubjectFull: Rural Schools Type: general – SubjectFull: Cultural Differences Type: general – SubjectFull: Qualitative Research Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Interviews Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Case Studies Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Conceptualising Diversity in a Rural School Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tuters, Stephanie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 1360-3116 Numbering: – Type: volume Value: 19 – Type: issue Value: 7 Titles: – TitleFull: International Journal of Inclusive Education Type: main |
| ResultId | 1 |
