Storylines About Rural Teachers in the United States: A Narrative Analysis of the Literature.

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Bibliographic Details
Title:	Storylines About Rural Teachers in the United States: A Narrative Analysis of the Literature.
Authors:	Burton, Megan¹ Megan.burton@auburn.edu, Brown, Kara², Johnson, Amy³
Source:	Journal of Research in Rural Education. 2013, Vol. 28 Issue 12, p1-18. 18p.
Subject Terms:	Education research, Teachers, *Rural education, Narrative inquiry (Research method), Literature
Geographic Terms:	United States
Abstract:	This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010?four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related education research: (1) rural teachers are professionally isolated, (2) rural teachers are different from urban and/or suburban teachers, (3) rural teachers are often lacking in professional knowledge/teaching credentials, and (4) rural teachers are particularly resistant to change. Examining the explicit and implicit ways in which rural teachers and schools are portrayed as problematic in research underscores the significant role academics play in sustaining the "rural problem" storyline. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010?four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related education research: (1) rural teachers are professionally isolated, (2) rural teachers are different from urban and/or suburban teachers, (3) rural teachers are often lacking in professional knowledge/teaching credentials, and (4) rural teachers are particularly resistant to change. Examining the explicit and implicit ways in which rural teachers and schools are portrayed as problematic in research underscores the significant role academics play in sustaining the "rural problem" storyline. [ABSTRACT FROM AUTHOR]
ISSN:	10624228