This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field - contributed by teachers, administrators, and superintendents - on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible. The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.

Doing Educational Research in Rural Settings is a much-needed guide for educational researchers whose research interests are located outside metropolitan areas in places that are generically considered to be rural. This book is both timely and important as it takes up the key question of how to conduct educational research within and for rural communities. It explores the impact of educational research in such contexts in terms of the lasting good of research and also those being researched. The authorship is international, which brings together researchers experienced in conducting educational inquiry in rural places from across European, Australian, American, and Canadian contexts, allowing readers insight into national and regional challenges. It also draws on the research experiences and methodological challenges faced by senior figures in the field of rural educational research, as well as those in their early careers. Key topics include: Working with and within the rural; The impact of educational globalisation and the problematisation of cultural difference in social research; Researcher subjectivities; The position of education research in rural contexts; The usefulness of research Reciprocity and converging interest; Ethics and confidentiality. This book is uniquely written with an eye to practicality and applicability, and will be an engaging guide for higher degree and doctoral students seeking to gain a stronger understanding of educational research in rural settings.

There is a complex relationship between religiosity and secularism in the American experience. America is notable both for its strict institutional separation of church and state, and for the strong role that religion has played in its major social movements and ongoing political life. This book seeks to illuminate for readers the dynamics underlying this seeming paradox, and to examine how the various religious groups in America have approached and continue to approach the tensions between sacred and secular. This much-anticipated revision brings Corbett and Corbett's classic text fully up to date. The second edition continues with a thorough discussion of historical origins of religion in political life, constitutional matters, public opinion, and the most relevant groups, all while taking theology seriously. Revisions include fully updating all the public opinion data, fuller incorporation of voting behavior among different religious and demographic groups, enhanced discussion of minority religions such as Mormonism and Islam, and new examples throughout.

Equipped with cultural tools like cell phones, computers and video cameras, youth are called upon to improvise and construct themselves symbolically in a continuously connected world; yet new teachers and students are still expected to learn and deliver standardized, placeless forms of scripted curriculum. This volume argues for improvisation as an approach to curriculum that recognizes the fundamentally creative aspects of learning that are often marginalized in communities of disadvantage. It provides interesting possibilities for schools that are working hard to keep up with technological, economic and cultural change, and argues for an improvised middle ground between structure and creativity. This volume outlines a two-year research project performed in a Canadian middle school, where school staff used student filmmaking as a way to expand teachers' conceptions of literacy. It analyzes the response of students and parents as well as the student teachers that brought the program to the school. The improvisational techniques used while making the films paved the way for larger benefits of curricular improvisation to be explored.

Equipped with cultural tools like cell phones, computers and video cameras, youth are called upon to improvise and construct themselves symbolically in a continuously connected world; yet new teachers and students are still expected to learn and deliver standardized, placeless forms of scripted curriculum. This volume argues for improvisation as an approach to curriculum that recognizes the fundamentally creative aspects of learning that are often marginalized in communities of disadvantage. It provides interesting possibilities for schools that are working hard to keep up with technological, economic and cultural change, and argues for an improvised middle ground between structure and creativity. This volume outlines a two-year research project performed in a Canadian middle school, where school staff used student filmmaking as a way to expand teachers' conceptions of literacy. It analyzes the response of students and parents as well as the student teachers that brought the program to the school. The improvisational techniques used while making the films paved the way for larger benefits of curricular improvisation to be explored.

There is a complex relationship between religiosity and secularism in the American experience. America is notable both for its strict institutional separation of church and state, and for the strong role that religion has played in its major social movements and ongoing political life. This book seeks to illuminate for readers the dynamics underlying this seeming paradox, and to examine how the various religious groups in America have approached and continue to approach the tensions between sacred and secular. This much-anticipated revision brings Corbett and Corbett's classic text fully up to date. The second edition continues with a thorough discussion of historical origins of religion in political life, constitutional matters, public opinion, and the most relevant groups, all while taking theology seriously. Revisions include fully updating all the public opinion data, fuller incorporation of voting behavior among different religious and demographic groups, enhanced discussion of minority religions such as Mormonism and Islam, and new examples throughout.

This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field - contributed by teachers, administrators, and superintendents - on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible. The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.

The book is a collective investigation of the structuring of theses in education, the social sciences and other disciplines that commonly do not follow the standard procedures of the scientific method. To help research students design a structure for their own thesis and liberate their investigations from the constraints associated with the use of the conventional structure, it explains how the structures adopted were designed to suit the topic, methodology and paradigm. It also provides a wide range of examples to draw upon, which suit a broad spectrum of theory, methodological approaches, research methods and paradigms. Additionally, by analyzing the methodologies and paradigms, and reviewing the methodological and paradigmatic spectrum, it offers a significant contribution to the way research is conceptualized. The book addresses a number of key questions faced by students, supervisors and examiners: *Why do examiners often find it difficult to read work in non-scientific disciplines when theses are structured in accordance with the conventional scientific method? *Why do students in non-scientific disciplines struggle to write up the outcomes of their research in the conventional structure? *What alternative thesis structures can be devised to better suit the wide range of methods? *Which theories and paradigms are commonly followed in education and the social sciences and how do these perspectives influence the research process? *What methods, theories and paradigms are commonly adopted by education and social science students and what problems do these pose when students write their theses?

The book is a collective investigation of the structuring of theses in education, the social sciences and other disciplines that commonly do not follow the standard procedures of the scientific method. To help research students design a structure for their own thesis and liberate their investigations from the constraints associated with the use of the conventional structure, it explains how the structures adopted were designed to suit the topic, methodology and paradigm. It also provides a wide range of examples to draw upon, which suit a broad spectrum of theory, methodological approaches, research methods and paradigms. Additionally, by analyzing the methodologies and paradigms, and reviewing the methodological and paradigmatic spectrum, it offers a significant contribution to the way research is conceptualized. The book addresses a number of key questions faced by students, supervisors and examiners: *Why do examiners often find it difficult to read work in non-scientific disciplines when theses are structured in accordance with the conventional scientific method? *Why do students in non-scientific disciplines struggle to write up the outcomes of their research in the conventional structure? *What alternative thesis structures can be devised to better suit the wide range of methods? *Which theories and paradigms are commonly followed in education and the social sciences and how do these perspectives influence the research process? *What methods, theories and paradigms are commonly adopted by education and social science students and what problems do these pose when students write their theses?

The chapters in this international collection investigate a wide range of theorizations of rurality and literacy; literate practices and pedagogies; questions of place, space, and sustainability; and representations of rurality that challenge simplistic conceptions of standardized literacy and the real-and-imagined world beyond the metropolis.

Linking the terms "rural" and "literacy" often conjures images of deficit and improvement. This book takes a different approach, unpacking both of these laden concepts in diverse national contexts. It explores how people in many rural places understand and experience what it means to be rural and the multiple ways that exist of being literate, including ways that are linked to and situated in a particular place and conception of that place. The chapters in this international collection investigate a wide range of theorizations of rurality and literacy; literate practices and pedagogies; questions of place, space, and sustainability; and complex representations of rurality that challenge simplistic conceptions of standardized literacy and the real-and-imagined world beyond the metropolis.

Methodological Issues for Educational Research in Rural Settings is a much-needed guide for educational researchers, and in particular graduate students, whose research interests are located outside metropolitan areas in places that are generically considered to be rural. This book is both timely and important as no other text currently takes up the key question of how to conduct educational research within and for rural communities or seeks from an inquiring stance to explore the impact of educational research in rural contexts in terms of the lasting 'good' of research to those being researched about. The authorship is international bringing together researchers experienced in conducting educational inquiry in rural places from across European, Australian, American, and Canadian contexts discussing national and regional challenges and ways of working into conversation.It also draws from the research experiences of the most senior 'elders' in the field of rural educational research as well as those in their early career as they share their research methodological issues such as unpacking their own subjectivities; considering ethics of confidentiality/pseudonymity in places where often everyone is well known and identifiable; thinking about reciprocity and converging interests; and notions of representation. This book is uniquely written with an eye to practicality and applicability for a higher degree and doctoral research market and offers a compelling international comparative perspective addressing a key criticism that rural education research tends to be too locally-focused, nostalgic or insufficiently attuned to the effects of globalization.

Published with a new preface, this innovative case study from Nova Scotia analyzes the relationship between rural communities and contemporary education. Rather than supporting place-sensitive curricula and establishing networks within community populations, the rural school has too often stood apart from local life, with the generally unintended consequence that many educationally successful rural youth come to see their communities and lifestyles as places to be left behind. They face what Michael Corbett calls a mobility imperative, which, he shows, has been central to contemporary schooling. Learning to Leave argues that if education is to be democratic and serve the purpose of economic, social, and cultural development, then it must adapt and respond to the specificity of its locale, the knowledge practices of the people, and the needs of those who struggle to remain in challenged rural places.

Michael Corbett appears regularly on national TV and print media and travels the country lecturing to crowds of 25,000 sharing his expertise, having made millions buying and selling houses during his twenty-plus years in the business. With personal tips, cost-effective techniques, and real estate insider secrets, "Ready, Set, Sold!" will teach readers how to:
a[ Add $10,000 to the value of their home in a single weekend
a[ Avoid the twelve costliest and most common mistakes
a[ Dress and stage their home to make buyers swoon and bid over the asking price
a[ Pay no taxes on the saleawithout breaking the law
a[ Complete no-cost makeovers that supercharge their selling price
a[ Take advantage of the home-selling secrets that only real estate agents know
a[ Save thousands in commissions and closing costs
With before and after photos, checklists, charts, and worksheets, "Ready, Set, Sold!" is the book that every home seller MUST read before putting their house up for sale!

Michael Corbettahost of "Extraas Mansions and Millionaires"ashares his strategies, tips, and never-before-revealed insider techniques that have helped him make a fortune in real estate.

This book is for aspiring flippers, first-time home buyers, or any homeowner who wants to create big profits and own their ultimate dream homeamortgage free! Starting with the essentials, Corbett shares how to crunch the numbers to instantly determine a houseas profit potential. He then covers every step from purchase to sale:
a[ Get the profit-making house at the price you can afford
a[ Make the improvements that make you millions
a[ Insider secrets that save you thousands
a[ Take advantage of the marketas ups and downs
a[ Sell your home tax free and pocket the profits
Filled with practical tips, illustrated with before-and-after case studies and easy to use charts and worksheets, "Find It, Fix It, Flip It!" offers the insider expertise needed to tap into an excitingaand potentially limitlessanew source of income and financial independence.