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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17454
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dc.contributor.authorJenkins, Kathryn Aen
dc.contributor.authorTaylor, Neilen
dc.contributor.authorReitano, Paulen
local.source.editorEditor(s): Lorraine Graham and Judith Milleren
dc.date.accessioned2015-06-12T10:53:00Z-
dc.date.issued2015-
dc.identifier.citationBush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership, p. 41-56en
dc.identifier.isbn9789463000956en
dc.identifier.isbn9789463000970en
dc.identifier.isbn9789463000963en
dc.identifier.urihttps://hdl.handle.net/1959.11/17454-
dc.description.abstractRural teaching is often an enigma, as each teacher can perceive the experience differently depending on his or her priorities. Rural teachers' perceptions can range from total commitment to their students, schools and communities, to a sense of personal and professional isolation. This can lead to teachers wishing to stay in a rural context for some time or, conversely, desperately trying to transfer out to 'preferred areas' where they anticipate they will experience less isolation, both personally and professionally.en
dc.languageenen
dc.publisherSense Publishersen
dc.relation.ispartofBush Tracks: The Opportunities and Challenges of Rural Teaching and Leadershipen
dc.relation.isversionof1en
dc.titleListening to Teachers in the 'Bush'en
dc.typeBook Chapteren
dc.subject.keywordsSpecialist Studies in Educationen
dc.subject.keywordsEducationen
local.contributor.firstnameKathryn Aen
local.contributor.firstnameNeilen
local.contributor.firstnamePaulen
local.subject.for2008139999 Education not elsewhere classifieden
local.subject.for2008130399 Specialist Studies in Education not elsewhere classifieden
local.subject.seo2008930402 School/Institution Community and Environmenten
local.subject.seo2008930599 Education and Training Systems not elsewhere classifieden
local.identifier.epublicationsvtls086752023en
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailkjenkins@une.edu.auen
local.profile.emailntaylor6@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150505-153758en
local.publisher.placeRotterdam, Netherlandsen
local.identifier.totalchapters11en
local.format.startpage41en
local.format.endpage56en
local.contributor.lastnameJenkinsen
local.contributor.lastnameTayloren
local.contributor.lastnameReitanoen
dc.identifier.staffune-id:kjenkinsen
dc.identifier.staffune-id:ntaylor6en
local.profile.orcid0000-0002-5936-1391en
local.profile.orcid0000-0001-8438-319Xen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:17666en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleListening to Teachers in the 'Bush'en
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.search.authorJenkins, Kathryn Aen
local.search.authorTaylor, Neilen
local.search.authorReitano, Paulen
local.uneassociationUnknownen
local.year.published2015en
local.subject.for2020399999 Other education not elsewhere classifieden
local.subject.for2020390499 Specialist studies in education not elsewhere classifieden
local.subject.seo2020169999 Other education and training not elsewhere classifieden
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