Abstract
Students, faculty, administration, and community members of three Iowa rural school districts were interviewed to identify educational issues in their communities The results of the Iowa investigation are compared with the results of the Claremont Graduate School investigation published in Voices from the inside: A report on schooling from inside the classroom (1992). The Claremont study investigated large urban schools. The Iowa study provides insight into small, rural school districts. Although similar issues emerged from the two studies, other issues demonstrated the different realities of education in rural Iowa and education in a large culturally diverse urban setting.
Highlights
Students, faculty, administration, and community members of three Iowa rural school districts were interviewed to identify educational issues in their communities The results of the Iowa investigation are compared with the results of the Claremont Graduate School investigation published in Voices from the inside: A report on schooling from inside the classroom (1992)
The conclusion reached in Voices from the inside was that current policies and proposed solutions "could be counterproductive to the improvement of schools" (p. 6). Many of those proposed solutions addressed surface problems of school, whereas these surface problems are consequences of deeper problems not addressed in the current policy
The research methods and conclusions reached in Voices from the inside were appropriate for the schools involved in the study, it seriously raises the question whether similar conclusions would be reached in schools not urban or suburban in nature
Summary
Faculty, administration, and community members of three Iowa rural school districts were interviewed to identify educational issues in their communities The results of the Iowa investigation are compared with the results of the Claremont Graduate School investigation published in Voices from the inside: A report on schooling from inside the classroom (1992). The research methods and conclusions reached in Voices from the inside were appropriate for the schools involved in the study, it seriously raises the question whether similar conclusions would be reached in schools not urban or suburban in nature. NEA estimates that nearly half of American schools are located in rural areas and small towns These estimates, which are surprising to many, beg the question, “Are the issues, experiences, and realities of schooling the same for small rural schools as for urban schools?” If the Claremont study documents the voices of urban and suburban students, teachers, and community members, should we not document the voice for one-third to one-half of the nation’s school population, the rural student? The population of each school was racially and ethnically diverse, reflecting the rich diversity of the communities
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