Matching Items (3)

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A History of the Coolidge High School Band: Building a Rural Program through Community Engagement and Stakeholder Support, 1935–1980

Description

This study examined the forty-five year history of a rural band program in Coolidge, Arizona from 1935–1980. Research questions included investigation into the band’s place in the diverse populations with

This study examined the forty-five year history of a rural band program in Coolidge, Arizona from 1935–1980. Research questions included investigation into the band’s place in the diverse populations with whom they interacted, the stakeholders, and support from the community. Circumstances of the creation of the town, the high school and band, the stakeholders involved in those processes, the ensembles (including learning and teaching), and outside influences such as national level music policies, ecological, and socio-political events were a necessary part of the study. High school yearbooks, student-written newspapers, and local newspapers were consulted for the bulk of the primary-source data. Other sources were also used to corroborate biographical information about band directors, administrators, and influencers outside of Coolidge High School. The most significant finding was that over the forty-five years investigated, the unwavering community support sustained a strong music program in the rural town, even though teacher turnover was high. Publicly demonstrating learning and teaching, the Coolidge High School Band program engaged the local community with numerous performances, drew positive attention from state-level community, and was recognized outside of Arizona at least once regionally. The local community demonstrated tremendous support for the band program over the years, including constant communication in the newspapers, attendance at performances, providing of scholarships, and approval of various bond elections to improve facilities that would be used by the band. More research is recommended on rural music programs and community engagement.

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Date Created
  • 2019

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Principals in two high achieving elementary schools in rural New Mexico: a case study

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Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools

Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three parts: Principals of AYP rural New Mexico schools were asked to complete an online survey on educational leadership according to the standards and functions of the Interstate School Leadership Licensure Consortium (ISLLC). The respondents chose either Almost always, To a considerable degree, Occasionally, Seldom, or Never according to the degree they deemed the leadership function necessary to the successful operations of their schools. The survey results were arranged into tables preceded with explanations and statistical analysis. Interviews were conducted with the two rural elementary school principals along with selected teachers and parents from each school. The researcher made on-site visitations and kept notes of the observations and interactions with staffs from each school. The main findings of the study arose from the results of the surveys and interviews conducted with individuals from the two focus schools. The researcher arranged data according to the leadership categories that emerged from the interviews. The survey results were divided into two categories: favorable (Almost always and To a considerable degree) and unfavorable (Occasionally, Seldom, and Never categories). The results for each leadership standard and related function were reported in terms of statistical significance according to frequency counts in the two categories. Finally, there is a review of current literature focused on principles of educational leadership and rural education, demographic information about the profiled schools, and conclusions with further recommendations for future studies.

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Date Created
  • 2012

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Interpretive policy analysis on enhancing education equity and empowerment for girls in rural India

Description

The Kasturba Gandhi Balika Vidyalaya (KGBV) policy scheme launched in 2004 by the Ministry of Human Resource Development, the Government of India, aims to provide secondary level education (grade 6-8)

The Kasturba Gandhi Balika Vidyalaya (KGBV) policy scheme launched in 2004 by the Ministry of Human Resource Development, the Government of India, aims to provide secondary level education (grade 6-8) for girls residing predominantly in minority communities, the Scheduled Caste (SC), the Scheduled Tribe (ST), and the Other Backward Caste (OBC). Since its launch, the Government of India established 2,578 KGBV schools in 27 states and union territories (UTs). The present study examines the new policy and its implementation at three KGBV schools located in rural villages of Uttar Pradesh (UP), India. The purpose was to analyze the Government of India's approach to increasing education opportunity and participation for educationally disadvantaged girls using the empowerment framework developed by Deepa Narayan. Observations at three schools, interviews with teachers and staff members of the implementation agency (i.e., Mahila Samakhya (MS)), and surveys administered to 139 teachers were conducted over a four month period in 2009. Adopting creative teaching approaches and learning activities, MS creates safe learning community which is appropriate for the rural girls. MS gives special attention to nurturing the girls' potential and empowering them inside and outside the school environment through social discussion, parental involvement, rigid discipline and structure, health and hygiene education, and physical and mental training. Interviews with the state program director and coordinators identified some conflicts within government policy schemes such as the Teacher-pupil ratios guidelines as a part of the programs for the universalization of elementary education. Major challenges include a high turnover rate of teachers, a lack of female teachers, a lack of provision after Class 8, and inadequate budget for medical treatment. Recommendations include promoting active involvement of male members in the process of girls' empowerment, making MS approaches of girls' education in rural settings standardized for wider dissemination, and developing flexible and strong partnership among local agencies and government organizations for effective service delivery.

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Date Created
  • 2011