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Published in 1995 this book provides an account of a detailed
research project focusing on a rural school in West Virginia.
Researched from several social science perspectives the book
strives to capture intersections between biography and history in a
particular public school - Burnsville High and Middle school in
Braxton County - that has been influenced by social, political, and
economic forces, eventually leading to its closure. The author also
discusses how the example of this school can be applied within the
framework of American public education and Western culture itself.
Based on research from unstructured interviews, oral histories,
historical records, and intermittent fieldwork that took place
between 1989 and 1992, the book provides an in-depth look at a
specific school, offering a basis for discussing rural schools in
general. It challenges the idea that bigger schools are better and
more efficient schools in terms of the individual, the social life
of the school, and the surrounding community, and considers the
lack of scholarly accounts available on the issues, controversies,
and social dynamics that surround these vital community matters.
Originally published in 1991, essays discuss and analyse rural
schooling in its historical, social, and political contexts as well
as its educational mission. Collections covering rural education in
the United States are relatively rare, particularly texts that
focus on available research literature in context, and many
existing texts are written by educators outside of the University.
This book covers historical and social factors, rural education in
the field, and the future of American Schooling. The chapters
comprise not only an airing of issues, concerns, and findings, but
also a guide to scholarship in the areas covered. Included is a
resource guide to information specific to rural education and rural
special education.
Published in 1995 this book provides an account of a detailed
research project focusing on a rural school in West Virginia.
Researched from several social science perspectives the book
strives to capture intersections between biography and history in a
particular public school - Burnsville High and Middle school in
Braxton County - that has been influenced by social, political, and
economic forces, eventually leading to its closure. The author also
discusses how the example of this school can be applied within the
framework of American public education and Western culture itself.
Based on research from unstructured interviews, oral histories,
historical records, and intermittent fieldwork that took place
between 1989 and 1992, the book provides an in-depth look at a
specific school, offering a basis for discussing rural schools in
general. It challenges the idea that bigger schools are better and
more efficient schools in terms of the individual, the social life
of the school, and the surrounding community, and considers the
lack of scholarly accounts available on the issues, controversies,
and social dynamics that surround these vital community matters.
Originally published in 1991, essays discuss and analyse rural
schooling in its historical, social, and political contexts as well
as its educational mission. Collections covering rural education in
the United States are relatively rare, particularly texts that
focus on available research literature in context, and many
existing texts are written by educators outside of the University.
This book covers historical and social factors, rural education in
the field, and the future of American Schooling. The chapters
comprise not only an airing of issues, concerns, and findings, but
also a guide to scholarship in the areas covered. Included is a
resource guide to information specific to rural education and rural
special education.
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