|Title:||National Research Center on Rural Education Support|
|Principal Investigator:||Farmer, Thomas||Awardee:||University of North Carolina, Chapel Hill|
|Program:||Education Research and Development Centers [Program Details]|
|Award Period:||5 years||Award Amount:||$17,200,000|
|Type:||Multiple Goals||Award Number:||R305A040056|
Topic: Rural Education
Purpose: The mission of the National Research Center on Rural Education (NRCRES) is to conduct research that addresses the diverse educational needs of rural schools, which face particular challenges that affect students' academic performance, such as: (1) high rates of child poverty; (2) limited resources for educational materials and professional development; (3) difficulty in attracting and retaining appropriately and highly qualified teachers; and (4) staffing issues stemming from sparse and remotely located populations that meet student needs.
Established through a five-year, $17.2 million grant from the Institute of Education Sciences (IES) of the U.S. Department of Education, the NRCRES is staffed by researchers with strong backgrounds and training in the fields of developmental psychology, linguistics, and education. They are nationally recognized experts in the area of rural education. Some of the methodology they will employ include conducting randomized control trials, random-assignment evaluations, and national surveys.
Targeted Reading Intervention (TRI)
The Center is conducting a random-assignment evaluation to determine the effects of the curriculum on student outcomes in rural elementary schools in North Carolina, Texas, New Mexico and Nebraska. The Targeted Reading Intervention has been implemented in three studies in rural, low-income schools. The first and second studies examine the TRI in kindergarten and 1st grade classes in non-Reading First schools over one semester (Study 1) and Reading First schools over two semesters (Study 2). The third study examines the TRI using distance collaborative consultation with laptop computers and web cams over two semesters.
Rural Early Adolescent Learning Program (REAL)
The research design involved randomized control trials in 10 states. Initial results indicate that students of teachers who completed Project REAL professional development activities showed more favorable results on indicators in three key outcome domains: perceptions of the social-academic context; affective relationships with schooling; and achievement. These findings suggest students' developmental outcomes can improve across multiple domains of adjustment when teachers better understand multiple dimensions of early adolescent development and employ strategies for promoting positive development.
Distance Education Program
The Center is conducting a national survey of distance education in rural schools across the nation in order to determine the current: (1) use of distance education; (2) variety of courses being offered; and (3) different types of technologies used for distance education courses. This survey will also help to pinpoint barriers encountered in distance education, satisfaction with distance education, and the interrelationships among these factors.
One project in this program is the Enhancing Rural Online Learning (EROL) Project. Rural schools are challenged to offer a full curriculum, especially Advanced Placement (AP) courses, due to geographical isolation, insufficient numbers of students, and difficulty finding and retaining AP certified teachers. Online learning provides a potential way of addressing these issues in rural schools but real improvements in the effectiveness of technology-based instruction (such as distance learning) are unlikely without specific applications of well-documented research on what best supports learning for diverse learners, such as the incorporation of learner-centered principles and practices.
The EROL study is a randomized control trial testing the effectiveness of the Facilitator Preparation Program, a program based on Learner-Centered Principals, broadly delineated into four factors: (1) cognitive and metacognitive; (2) motivational and affective; (3) developmental and social; (4) and individual-differences. Initial results indicate that students receiving the Program had higher rates of course completion, and were enrolled in the AP courses for more weeks than students in the control condition.
The Rural High School Aspirations Study
This study is being conducted in 73 schools in geographically diverse regions of the United States. Preliminary findings suggest that the vast majority rural youth (about 89 percent) are seeking ways to extend their educational opportunities beyond high school: 12 percent at a 2-year community college, vocational, or trade school; about 40 percent at a 4-year college degree program; and 37 percent at graduate or professional schools. Of the remaining 11 percent of rural youth, 7 percent indicate uncertainty regarding their educational plans and four percent expect to discontinue their education after high school.
The Complementary Rural Education Research Fast Track (CRERFT) Studies
Key Personnel: Tom Farmer, Lynne Vernon-Feagans, Wallace Hannum.
Center Website: http://www.nrcres.org/.
IES Program Contact: Dr. Allen Ruby
Related IES Projects: The Targeted Reading Intervention: A Web-Based Professional Development Program Targeting K-1 Classroom Teachers and Their Struggling Readers (R305A100654)
Farmer, T.W., and Hamm, J.V. (2016). Promoting Supportive Contexts for Minority Youth in Low-Resource Rural Communities: The SEALS Model, Directed Consultation, and the Scouting Report Approach. In L.J. Crockett, and G. Carlos (Eds.), Rural Ethnic Minority Youth and Families in the United States (pp. 247–265). New York: Springer.
Farmer, T.W., Xie, H., Cairns, B.D., and Hutchins, B.C. (2007). Social Synchrony, Peer Networks, and Aggression in School. In P.H. Hawley, T.D. Little, and P.C. Rodkin (Eds.), Aggression and Adaptation: The Bright Side to Bad Behavior (pp. 209–233). Mahwah, NJ: Lawrence Erlbaum Associates.
Hamm, J.V., and Zhang, L. (2010). The Schooling Context of Adolescents' Peer Relations. In J. Meece, and J. Eccles (Eds.), The Handbook of Schooling Effects on Development (pp. 518–554). Mahwah, NJ: Lawrence Erlbaum Associates.
Hannum, W.H., Irvin, M.J., and De La Varre, C. (2010). Extending Educational Opportunities in Rural Areas: Application of Distance Education in Rural Schools. In S. Mukerji, and P. Tripathi (Eds.), Cases on Technological Adaptability and Transnational Learning: Issues and Challenges (pp. 276–294). Hershey, PA: Information Science Reference.
Sutherland, K.S., and Farmer, T.W. (2007). Classroom Contexts and Problem Behavior. In G.D. Sideridis, and T.A. Citro (Eds.), Best Practices in Learning Disabilities: Bridging the Gap Between Research and Practice. Boston, MA: Learning Disabilities Worldwide.
Vernon-Feagans, L., Gallagher, K., and Kainz, K. (2010). The Transition to School in Rural America: A Focus on Literacy. In J. Meece, and J. Eccles (Eds.), Schooling and Development (pp. 440). Mahwah, NJ: Erlbaum.
IES published report, issue brief, or practice guide
Arnold, M.L, Biscoe, B., Farmer, T.W., Robertson, D.L., and Shapley, K.L. (2007). How the Government Defines Rural has Implications for Education Policies and Practices (REL 2007–010). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
Journal article, monograph, or newsletter
Amendum, S., Vernon-Feagans, L., and Ginsberg, M.C. (2011). The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention. Elementary School Journal, 112(1): 107–131.
Carver, R., King, R., Hannum, W.H., and Fowler, B. (2007). Toward a Model of Experiential ELearning. MERLOT Journal of Online Learning and Teaching, 3(3): 247–256.
Estell, D.B., Farmer, T.W., Irvin, M.J., Crowther, A., Akos, P., and Boudah, D.J. (2009). Students With Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School. Journal of Child and Family Studies, 18(2): 136–150.
Farmer, T.W. (2007). Studying the Individual Within the Peer Context: Are we on Target?. New Directions in Child and Adolescent Development, 118: 101–108.
Farmer, T.W., and Xie, H.L. (2007). Aggression and School Social Dynamics: The Good, the Bad, and the Ordinary. Journal of School Psychology, 45(5): 461–478.
Farmer, T.W., Farmer, E.M.Z., and Brooks, D.S. (2010). Recasting the Ecological and Developmental Roots of Intervention for Students With Emotional and Behavior Problems: The Promise of Strength-Based Perspectives. Exceptionality: A Special Education Journal, 18(2): 53–57.
Farmer, T.W., Farmer, E.M.Z., Estell, D., and Hutchins, B.C. (2007). The Developmental Dynamics of Aggression and the Prevention of School Violence. Journal of Emotional and Behavioral Disorders, 15(4): 197–208.
Farmer, T.W., Hall, C.M., Petrin, R., Hamm, J.V., and Dadisman, K. (2010). Evaluating the Impact of a Multicomponent Intervention Model on Teachers' Awareness of Social Networks at the Beginning of Middle School in Rural Communities. School Psychology Quarterly, 25(2): 94–106.
Farmer, T.W., Hall, C.M., Weiss, M.P., Petrin, R.A., Meece, J.L., and Moohr, M. (2010). The School Adjustment of Rural Adolescents With and Without Disabilities: Variable and Person-Centered Approaches. Journal of Child and Family Studies, 20(1): 78–88.
Farmer, T.W., Hamm, J.V., Leung, M.-C., Lambert, K., and Gravelle, M. (2011). Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That do and do not Have a Transition During the Middle Grades. Journal of Youth and Adolescence, 40(9): 1106–1117.
Farmer, T.W., Hamm, J.V., Petrin, R.A., Robertson, D.R., Murray, R.A., Meece, J., and Brooks, D.S. (2010). Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD During the Transition to Middle School. Exceptionality, 18(2): 94–106. doi:10.1080/09362831003673192
Farmer, T.W., Irvin, M.J., Motoca, L.M., Leung, M.-C., Hutchins, B.C., Brooks, D.S., and Hall, C.M. (2015). Externalizing and Internalizing Behavior Problems, Peer Affiliations, and Bullying Involvement Across the Transition to Middle School. Journal of Emotional and Behavioral Disorders, 23(1): 3–16.
Farmer, T.W., Irvin, M.J., Sgammato, A., Dadisman, K., and Thompson, J.H. (2009). Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors. Elementary School Journal, 109(3): 301–321.
Farmer, T.W., Irvin, M.J., Thompson, J.H., Hutchins, B.C., and Leung, M.-C. (2006). School Adjustment and the Academic Success of Rural African American Early Adolescents in the Deep South. Journal of Research in Rural Education, 21(3): 1–14.
Farmer, T.W., Leung, M.C., Banks, J.B., Schaefer, V., Andrews, B., and Murray, R.A. (2006). Adequate Yearly Progress in Small Rural Schools and Rural Low-Income-Schools. The Rural Educator, 27(3): 1–7.
Farmer, T.W., Leung, M-C., Keagy, K., Boudah, D.J., Akos, P., Mcdonough, E., and Hall, C.M. (2009). Social Preference Choices in Late Elementary School: Within and Across Group Nominations. Psychology in the Schools, 46(4): 362–374.
Farmer, T.W., McAuliffe, M., and Hamm, J.V. (2011). Revealing the Invisible Hand: The Role of Teachers in Children's Peer Experiences. Journal of Applied Developmental Psychology, 32(5): 247–256.
Farmer, T.W., Petrin, R., Brooks, D.S., Hamm, J.V., Lambert, K., and Gravelle, M. (2012). Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities. Journal of Emotional and Behavioral Disorders, 20(1): 19–37.
Farmer, T.W., Vernon-Feagans, L., and Hannum, W. (2008). Educational Issues in Diverse Rural Communities: The Research Agenda of the National Research Center on Rural Education Support (NRCRES Monograph No. 1). Journal of Research in Rural Education.
Ginsberg, M.C., Vernon-Feagans, L., and Amendum, S.J. (2010). Webcam Coaching for Professional Learning. Academic Exchange Quarterly, 14(1).
Hamm, J.V., Farmer, T.W., Dadisman, K., Gravelle, M., and Murray, A.R. (2011). Teachers' Attunement to Students' Peer Group Affiliations as a Source of Improved Student Experiences of the School Social-Affective Context Following the Middle School Transition. Journal of Applied Developmental Psychology, 32(5): 267–277.
Hamm, J.V., Farmer, T.W., Lambert, K., and Gravelle, M. (2014). Enhancing Peer Cultures of Academic Effort and Achievement in Early Adolescence: Promotive Effects of the Seals Intervention. Developmental Psychology, 50(1): 216–228.
Hamm, J.V., Farmer, T.W., Robertson, D.R., Dadisman, K., Meece, J.L., and Song, S.Y. (2010). Effects of a Developmentally Based Intervention With Teachers on Native American and White Early Adolescents' Schooling Adjustment in Rural Settings. Journal of Experimental Education, 78(3): 347–377.
Hamm, J.V., Lambert, K., Agger, C.A., and Farmer, T.W. (2013). Promotive Peer Contexts of Academic and Social Adjustment Among Rural African American Early Adolescent Boys. American Journal of Orthopsychiatry, 83(2): 278–288.
Hamm, J.V., Schmid, L., Locke, B., and Farmer, T.W. (2011). Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents. Journal of Early Adolescence, 31(1): 41–73.
Hannum, W., Irvin, M.J., Banks, J.B., and Farmer, T.W. (2009). Distance Education Use in Rural Schools. Journal of Research in Education, 24(3): 1–15.
Hannum, W.H. (2007). When Computers Teach: A Review of the Instructional Effectiveness of Computers. Educational Technology, 47(2): 5–13.
Hannum, W.H., and Mccombs, B.L. (2008). Enhancing Distance Learning for Today's Youth With Learner-Centered Principles. Educational Technology, 48(4): 11–21.
Hannum, W.H., Irvin, M.J., Lei, P.-W., and Farmer, T.W. (2008). Effectiveness of Using Learner-Centered Principles on Student Retention in Distance Education Courses in Rural Schools. Distance Education, 29(3): 211–229.
Irvin, M.J., Farmer, T.W., Leung, M., Thompson, J.H., and Hutchins, B.C. (2010). School, Community, and Church Activities: Relationship to Academic Achievement of Low-Income African American Early Adolescents in the Rural Deep South. Journal of Research in Rural Education, 25(4): 1–21.
Irvin, M.J., Hannum, W.H., De La Varre, C., and Farmer, T.W. (2010). Barriers to Distance Education in Rural Schools. Quarterly Review of Distance Education, 11(2): 73–90.
Irvin, M.J., Hannum, W.H., Farmer, T.W., De La Varre, C., and Keane, J. (2009). Supporting Online Learning for Advanced Placement Students in Small Rural Schools: Conceptual Foundations and Intervention Components of the Facilitator Preparation Program. The Rural Educator, 31(1): 29–36.
Robertson, D.L., Farmer, T.W., Fraser, M.W., Day, S.H., Duncan, T., Crowther, A., and Dadisman, K.A. (2010). Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes. International Journal of Behavioral Development, 34(1): 73–87.
Vernon-Feagans, L., Gallagher, K.C., Ginsberg, M.C., Amendum, S.J., Vandergrift, N., Kainz, K., and Rose, J. (2010). A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School. Research and Practice, 25(4): 183–193.
Nongovernment report, issue brief, or practice guide
Dadisman, K., Farmer, T.W., Gravelle, M., and Petrin, R. (2010). Issue Brief: Grow Your Own and Other Alternative Certification Programs in Rural Districts.Chapel Hill, NC : National Research Center on Rural Education Support.
Southerland, K.S., Carter, E., Farmer, T.W., Hoover, H., and Kostewicz, D. (2007). Re-Examination of Effective Classroom Management With Focus on Learners With or At-Risk for Emotional/Behavioral Disorders. Monograph published by the Division of the Council for Children with Behavior Disorders, Reston, VA.
Keane, J., De La Varre, C., Irvin, M.J., and Hannum, W. (2008). Learner-Centered Social Support: Enhancing Online Distance Education for Underserved Rural High School Students in the United States. In Proceedings of the 15th Association for Learning Technology Conference (pp. 39–48). Leeds, UK: Association of Learning Technology.
Whitton, N., and Mcpherson, M. (2008). Rethinking the Digital Divide. In Proceedings of the 15th Association for Learning Technology Conference(pp. 39–48). England: University of Leeds.