Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/5312
Title: | Situating Practice In Rural Schools: Transience, Adaptation And Opportunity | Contributor(s): | Cornish, Linley (author)![]() |
Publication Date: | 2009 | Handle Link: | https://hdl.handle.net/1959.11/5312 | 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 | Other Links: | http://www.une.edu.au/simerr/ISFIRE/pages/ISFIRE_proceedings.pdf | Statistics to Oct 2018: | Visitors: 247 |
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Appears in Collections: | Conference Publication School of Education |
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