IES Grant
Title: | The National Center for Research on Rural Education | ||
Center: | NCER | Year: | 2009 |
Principal Investigator: | Sheridan, Susan | Awardee: | University of Nebraska, Lincoln |
Program: | Education Research and Development Centers [Program Details] | ||
Award Period: | 5 years | Award Amount: | $9,997,852 |
Type: | Multiple Goals | Award Number: | R305C090022 |
Description: | Topic: Rural Education Purpose: The National Center for Research on Rural Education (R2Ed) conducted a focused program of research on teacher professional development to improve instruction and support student achievement in reading and science in rural schools. The center also engaged in two related sets of studies: the first explored potential moderating effects of the rural context on early school success and the second investigated statistical and methodological solutions to the unique challenges posed by conducting research in rural settings. The research team at R2Ed also engaged in leadership and outreach activities to support the advancement of scientific knowledge related to rural education. National Center for Research on Rural Education Website: http://r2ed.unl.edu/ Program Contact: The Focused Program of Research included three projects:
The center also engaged in two sets of supplemental studies.
The Leadership and Outreach Activities of the center included:
Teachers Speak Survey Study Results: Although PD characteristics, teacher perceptions, and reported classroom practices were found to be similar for rural and non-rural teachers, a larger proportion of rural teachers reported that their PD involved peer collaboration and some form of follow-up coaching. Emphasis during PD on specific instructional topics was related to: (1) increased perceptions of knowledge gained pertaining to those topics, (2) increased positive perceptions of the utility of those topics, and (3) an increased focus on those topics during classroom instruction. In addition, perceived utility of instructional topics was found to be a significant predictor of classroom practice. Key Personnel: Todd Glover, Tanya Ihlo, Gwen Nugent, Edward Shapiro, Guy Trainin Project READERS Results: Treatment teachers and interventionists compared to their counterparts in the control group had a greater increase in knowledge, perceived self-efficacy, and instructional practice related to data-based decision making (teachers) and reading instruction (interventionists). Students in the treatment group showed a greater increase in reading performance as measured by DIBELS Next compared to students in the control group, and improved letter/word identification and word attack as measured by the Woodcock Johnson-III. Key Personnel: Todd Glover, Tanya Ihlo, Edward Shapiro, Michelle Howell-Smith, Stacy Martin Coaching Science Inquiry (CSI) in Rural Schools Results: The results indicate that the intervention changed teachers' beliefs, knowledge, self-efficacy and classroom practice, and that their students improved in self-efficacy, engagement, and practice in high school (and in knowledge for middle school). Key Personnel: Gwen Nugent, Gina Kunz, Jon Pedersen, Jim Houston Supplemental Studies Ecological Influences and Supports
Results: Rural children experienced parent-reported externalizing behavior problems more often than children in non-rural settings. Further, rural parents displayed less emotional support than parents in other settings. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Key Personnel: Susan Sheridan, Natalie Koziol, Brandy Clarke
Results: Parents in rural settings provided less computer access for children than suburban parents during preschool, and accessed library resources less often than city or suburban parents. Rural children's kindergarten literacy scores were negatively impacted as a result, even after controlling for SES and other demographic variables. Living in a rural setting did not influence the number of books in the home nor parent language and literacy behaviors. Key Personnel: Brandy Clarke, Natalie Koziol, Susan Sheridan Methodological and Statistical Solutions
Key Personnel: James Bovaird, Greg Welch, Leslie Hawley, Natalie Koziol, Ann Arthur, Carina McCormick
Key Personnel: James Bovaird, Frances Chumney, Chaorong Wu
Key Personnel: James Bovaird
Key Personnel: James Bovaird, Chaorong Wu Products and Publications Book Nugent, G.C., Kunz, G.M., Sheridan, S.M., Glover, T.A., and Knoche, L.L. (2017). Rural Education Research in the United States: State of the Science and Emerging Directions.Springer International Publishing. Book chapter Beesley, A., and Sheridan, S.M. (2017). Future Directions for Rural Education Research: A Commentary and Call to Action. Rural Education Research: State of the Science and Emerging Directions (pp. 291–298). Springer International Publishing. Bovaird, J.A., and Bash, K.L. (2017). Methodology Challenges and Cutting Edge Designs for Rural Education Research. Rural Education Research in the United States: State of the Science and Emerging Directions(pp. 95–119). Springer International Publishing. Clarke, B.L., Koziol, N.A., and Sheridan, S.M. (2017). The Effects of Rurality on Parents' Engagement in Children's Early Literacy. Rural Education Research: State of the Science and Emerging Directions (pp. 231–250). Springer International Publishing. Glover, T. A. (2017). Investigating Teacher Professional Development with Distance Coaching to Promote Students' Response to Reading Interventions in Rural Schools. Rural Education Research in the United States: State of the Science and Emerging Directions (pp. 167–179). Springer International Publishing. Hawley, L.R., Koziol, N.A., and Bovaird, J.A. (2017). Defining and Communicating Rural. Rural Education Research in the United States: State of the Science and Emerging Directions(pp. 31–54). Springer International Publishing. Knoche, L.L., and Davis, D.L. (2017). Rural Language and Literacy Connections: An Integrated Approach to Supporting Low-Income Preschool Children's Language and Literacy Development. Rural Education Research in the United States: State of the Science and Emerging Directions (pp. 181–199). Springer International Publishing. Kunz, G.M., Buffington, P., Schroeder, C.P., Green, R., Mahaffey, R., Widner, J., Howell Smith, M., and Hellwege, M. (2017). Partnership-Based Approaches in Rural Education Research. Rural Education Research in the United States: State of the Science and Emerging Directions (pp. 55–76). Springer International Publishing. Nugent, G.C., Kunz, G.M., Houston, J., Kalutskaya, I., and Pedersen, J. (2017). The Effectiveness of E-Coaching in Rural Science Classrooms. Rural Education Research in the United States: State of the Science and Emerging Directions (pp. 123–144). Springer International Publishing. Nugent, G.C., Kunz, G.M., Sheridan, S.M., Hellwege, M., and O'Connor, M. (2017). Multidisciplinary Perspectives to Advance Rural Education Research. Rural Education Research in the United States: State of the Science and Emerging Directions(pp. 15–27). Springer International Publishing. Sheridan, S.M., Kunz, G.M., Holmes, S., and Witte, A. (2017). Family-School Partnerships in Rural Communities: Benefits, Exemplars, and Future Research. Rural Education Research: State of the Science and Emerging Directions(pp. 269–289). Springer International Publishing. Witte, A.L., and Sheridan, S.M. (2011). Family Engagement in Rural Schools. Handbook on Family and Community Engagement (pp. 153–156). Academic Development Institute. Journal article, monograph, or newsletter Glover, T.A., Nugent, G.C., Chumney, F.L., Ihlo, T., Shapiro, E.S., Guard, K., Koziol, N., and Bovaird, J. (2016). Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice. Journal of Research in Rural Education, 31(3): 1–16. Hawley, L.R., Koziol, N.A., Bovaird, J.A., McCormick, C.M., Welch, G.W., Arthur, A.M., and Bash, K. (2016). Defining and Describing Rural: Implications for Rural Special Education Research and Policy. Rural Special Education Quarterly, 35(3): 3–11. Koziol, N.A., Arthur, A.M., Hawley, L.R., Bovaird, J.A., Bash, K.L., McCormick, C., and Welch, G.W. (2015). Identifying, Analyzing, and Communicating Rural: A Quantitative Perspective. Journal of Research in Rural Education, 30(4): 1–14. Semke, C.A., and Sheridan, S.M. (2012). Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature. School Community Journal, 22(1): 21–48. Sheridan, S.M., Koziol, N. A., Clarke, B.L., Rispoli, K.M., and Coutts, M.J. (2014). The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning. Early Education and Development, 25(7): 1057–1082 . Sheridan, S.M., Bovaird, J.A., Glover, T.A., Garbacz, S.A., Witte, A., and Kwon, K. (2012). A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship. School Psychology Review, 41(1): 23–46. Working paper Clarke, B. L. (2014). Rurality and Reading Readiness: The Mediating Role of Parent Engagement (R2Ed Working Paper No. 2014–1). Coutts, M. J., Holmes, S. R., Smith, T. E., and Sheridan, S. M. (2013). Rural Education and Specialized Services: An Introduction to Conjoint Behavioral Consultation via Distance Delivery (CBC-D) (R2Ed Working Paper No. 2013–3). DeChenne, S., Nugent, G., Kunz, G., Luo, L., Berry, B., Craven, K., and Riggs, A. (2014). Coaching in a Science, Technology, Engineering, and Math Professional Development Experience: A Case Study (R2Ed Working Paper No. 2014–7). Glover, T.A., and Ihlo, T. (2014). Project READERS: An Evaluation of Rural Professional Development With Distance Coaching in Response to Intervention and Early Reading Supports (R2Ed Working Paper No. 2014–3). Glover, T.A., Ihlo, T., Nugent, G.C., Trainin, G., and Shapiro, E.S. (2014). The Influence of Rural Professional Development Characteristics on Teacher Perceived Knowledge and Practice (R2Ed Working Paper No. 2014–2). Hellwege, M.A., O'Connor, M.A., Nugent, G.C., Kunz, G.M., and Sheridan, S.M. (2013). Advancing Rural Education Research: Importance of Interdisciplinary Research Partnerships (R2Ed Working Paper No. 2013–2). Holmes, S.R., Witte, A.L., Coutts, M.J., Smith, T.E., Sheridan, S.M., and Kunz, G.M. (2013). Supporting Family–School Partnerships in Rural Communities: Preliminary Results of a Randomized Trial (R2Ed Working Paper No. 2013–5). Kunz, G.M., Nugent, G.C., Glover, T.A., Knoche, L.L., Hayden, B., Olson, M., Smith, P., Wistrand, P., and Knapp, B. (2014). Coaching as a Form of Professional Development to Support Rural Teachers (R2Ed Working Paper No. 2014–10). Kunz, G.M., Nugent, G.C., Pedersen, J.E., DeChenne, S.E., and Houston, J. (2013). Meeting Rural Science Teachers' Needs: Professional Development With Ongoing Technology-Delivered Instructional Coaching (R2Ed Working Paper No. 2013–8). Kunz, G.M., White, A., Howell Smith, M., and Nugent, G.C. (2014). Coaching Science Inquiry: Validating a Strengths-Based Approach to Coaching (R2Ed Working Paper No. 2014–9). Lee, S.C., DeChenne, S.E., Nugent, G.C., Kunz, G.M., and Houston, J. (2014). Case Study: Impact of Instructional Coaching on Science Teachers' Inquiry-Based Instruction in Rural Schools (R2Ed Working Paper No. 2014–13). Lee, S.C., Nugent, G.C., and Kunz, G.M. (2014). Coaching for Sustainability: Distance-Based Peer Coaching Science Inquiry in Rural Schools (R2Ed Working Paper No. 2014–11). Moen, A.L., Holmes, S.R., Bhatia, S.A., and Sheridan, S.M. (2013). Mental Health Challenges and Parenting Attributes in a Rural Early Head Start Sample (R2Ed Working Paper No. 2013–6). Nugent, G.C., Kunz, G., Houston, J., Kalutskaya, I., Wu, C., Pedersen, J., Lee, S.C. DeChenne, S.E., Luo, L., and Berry, B. (2016). The Effectiveness of Technology-Delivered Science Instructional Coaching in Middle and High School (R2Ed Working Paper No. 2016–1). Nugent, G., Kunz, G., Pedersen, J., Houston, J., Lee, S., Hall, M., Hayden, B., and Kendall, S. (2014). CSI: Coaching Science Inquiry in Rural Schools Update (R2Ed Working Paper No. 2014–12). Nugent, G., Pedersen, J., Welch, G., and Bovaird, J. (2014). Development and Validation of an Instrument to Measure Teacher Knowledge of Inquiry (R2Ed Working Paper No. 2014–14). White, A.S., Howell Smith, M., Kunz, G.M., and Nugent, G.C. (2015). Active Ingredients of Instructional Coaching: Developing a Conceptual Framework (R2Ed Working Paper No. 2015–3). White, A.S., Kunz, G.M., Whitham, R., Houston, J., and Nugent, G.C. (2015). Guided Science Inquiry With Students With Special Education Needs (R2Ed Working Paper No. 2015–1). Witte, A. L., & Sheridan, S. M. (2011). Family Engagement in Rural Schools (R2Ed Working Paper No. 2011–2). |
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