Teachers' motivations for working in rural schools

This paper reports on the analysis of qualitative and quantitative data concerning Australian teachers’ motivations for taking up, remaining in, or leaving teaching positions in rural and regional schools. The data were collected from teachers (n = 2940) as part of the SiMERR National Survey, though the results of the qualitative data analysis were not published with the survey report in 2006. The teachers’ comments provide additional insight into their career decisions, complementing the quantitative findings. Content and frequency analyses of the teachers’ comments reveal individual and collective priorities which together with the statistical evidence can be used to inform policies aimed at addressing the staffing needs of rural schools.

State course of study for rural schools ...

Mode of access: Internet.

The consolidation of rural schools /

"February, 1920."

Unit course of study in nutrition for one year for rural schools. Grades I through VIII.

Mimeographed.

The value of supervision in the rural schools of Oakland County ...

At head of title: Michigan Education Association.

Manual training for the rural schools; a group of farm and farm home woodworking problems,

Mode of access: Internet.

The improvement of rural schools /

Series edited by Henry Suzzallo.

Ventilation for dwellings, rural schools and stables,

Mode of access: Internet.

Annual report of the state inspector of consolidated graded and rural schools.

Mode of access: Internet.

Understanding rural and remote schools, and facilitating school-community relationships

Rural and remote schools make up a significant portion of Australian schools. Although there are rural schools that exceed 500 students, the Australian Bureau of Statistics (ABS) (2008) reports that 2,188 Australian primary schools have enrolment numbers less than 100. Rural schools need a supply of good teachers; however many universities involved in teacher education are located in city areas. For example, Queensland University of Technology is city-based, generating the highest number of early career teachers for Queensland including teachers for rural schools. Given the number of graduates and the number of rural schools, it seems likely that early career teachers will have opportunities for teaching in these settings, which also means living within a rural community. This chapter will discuss the nature of teaching in rural and remote schools, the challenges, the rewards and the importance of working closely with the local community. It is hoped that by understanding rural and remote schools, early career teachers can make informed decisions that will influence their future career prospects.

Becoming Partners: Partnerships reshaping preservice teachers’ preparation to teach in rural Queensland schools

Preparing preservice teachers for successful rural and remote teaching is an ongoing and significant issue that impacts on equity issues for Australian students (Sharplin, 2002) and the sustainability of rural communities (Green & Reid, 2004). Improving the preparation of preservice teachers for teaching in rural schools is a key recommendation from the Human Rights and Equal Opportunity Commission (2000). This presentation analyses how an innovative partnership between a teacher employer and a teacher education institution as a response to a mandated reform within the Improving Teacher Quality National Partnership Agreement has been established to address the important need to prepare and recruit preservice teachers to teach in rural and remote areas of Queensland.

The rural one-teacher schools of Illinois; buildings and equipment, standardization, daily program, demonstration schools ...

Revision of Circular no. 163: Organizing and teaching a one-teacher school. cf. Foreword.

Analytic survey of state courses of study for rural elementary schools.

Mode of access: Internet.