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Title: Situating Practice In Rural Schools: Transience, Adaptation And Opportunity
Contributor(s): Cornish, Linley  (author)orcid 
Publication Date: 2009
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Abstract: The 'Bush Tracks' collective is a team of researchers in the University of New England researching rural schooling. In this paper we describe some of the results of two projects investigating rural pedagogy and rural leadership, including accelerated progression to positions of leadership. Our focus has been on discovering factors associated with the process of teachers' learning to situate their practices in the rural context. Transience of teachers and leaders is common in rural areas. The notion of 'transience' is usually viewed negatively, as part of a deficit model of rural education. A conclusion of our research is that transience should be viewed positively, as providing opportunities and acting as a catalyst for the development of good teachers and good leaders.
Publication Type: Conference Publication
Conference Details: ISFIRE 2009 International Symposium for Innovation in Rural Education: Improving Equity in Rural Education, Armidale, Australia, 11th - 14th February, 2009
Source of Publication: Proceedings of the ISFIRE 2009 International Symposium for Innovation in Rural Education: Improving Equity in Rural Education, p. 108-116
Publisher: SiMERR: The National Centre of Science Information and Communication Technology, and Mathematics Education for Rural and Regional Australia
Place of Publication: Armidale, Australia
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130304 Educational Administration, Management and Leadership
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective (SEO): 930402 School/Institution Community and Environment
930401 Management and Leadership of Schools/Institutions
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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Appears in Collections:Conference Publication
School of Education

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