This teacher education textbook invites preservice and beginning teachers to think critically about the impact of rurality on their work and provides an overview of what it means to live, teach, learn, and thrive in rural communities. This book underscores the importance of teaching in rural schools as an act of social justice—work that dismantles spatial barriers to economic, social, and political justice. Teaching in Rural Places begins with a foundational section that addresses the importance of thinking about rural education in the U.S. as an educational environment with particular challenges and opportunities. The subsequent chapters address rural teaching within concentric circles of focus—from communities to schools to classrooms. Chapters provide concrete strategies for understanding rural communities, valuing rural ways of being, and teaching in diverse rural schools by addressing topics such as working with families, building professional networks, addressing trauma, teaching in multi-grade classrooms, and planning place-conscious instruction. The first of its kind, this comprehensive textbook for rural teacher education is targeted toward preservice and beginning teachers in traditional and alternative teacher education programs as well as new rural teachers participating in induction and mentoring programs. Teaching in Rural Places will help ensure that rural students have the well-prepared teachers they deserve.

This bulletin contains abstracts of the addresses delivered at a conference called by the United States Commissioner of Education to consider problems concerned with the professional preparation of teachers for rural schools. They were prepared from copies of the addresses or abstracts of them furnished by the speakers who prepared or delivered them. The conference was attended by persons engaged in the special preparation of teachers, supervisors, and administrators for rural-school positions representing 30 States. The conference was called to order by the Commissioner of Education, John J. Tigert, who explained briefly the policy of the Bureau of Education concerning the calling of conferences and who set forth the special purposes of this particular conference in substance. Following the Letter of Transmittal, Program of the Conference, and the Introductory Statement, the table of contents presents the following: (1) The Purpose of the Conference (John J. Tigert); (2) The Use of Activity Analysis in Constructing Curricula for Rural Teachers (Wm. S. Gray); (3) Analysis of Duties Pertaining to the Job of Teaching in the One-Room School (Verne McGuffey); (4) Nature and Extent of Curriculum Differentiation in the Training of Rural-School Teachers (Wm. C. Bagley); (5) The Rural Curriculum as Judged by Graduates (Wm. McKinley Robinson); (6) The Follow-Up Activities of a Teacher-Training Institution with Its Graduates in Rural Schools (E. C. Higbie); (7) Adjustment of the Supply of and Demand for Qualified Teachers: The State's Problem (A. F. Myers and Charles Everett Myers); (8) State Legislation and Regulations to Guarantee an Adequate Professional Staff for Rural-School Positions (Ned Dearborn); (9) Application of Standard Courses to the Specialized Needs of Rural Teachers (R. L. Bunting); (10) In-Service Training for Rural-School Teachers--Needs and Facilities (E. L. Hendricks); and (11) Recent Progress in Preparing the Personnel for Positions in Rural Education (Julian E. Butterworth). (Individual papers contain tables, figures, and footnotes.) [Best copy available has been provided.].

The purpose of this book is to highlight the work of teacher educators in the field of rural education. In this book, education faculty who work in teacher education study the ways in which one’s identity impacts one’s teaching and the partnerships with rural schools. Although the field of research on teacher preparation has an abundance of studies on preparing students for the challenges of urban settings, there is much less emphasis on rural education, despite the prevalence of rural schools. This book problematises notions of rural or rurality which is often considered via a deficit or a generalised model where a stereotype of one kind of rural is outlined. Developing more multi-faceted understandings of rurality is a key to attracting and retaining teachers who understand the complexities and opportunities of living and working in rural spaces.