Rural Youth and Their Transitions and Pathways Connecting School and Work: A White Paper., 2000-Jan. With the ultimate goal of articulating a research agenda, a November 1999 conference of researchers and educators examined the educational, social, and economic factors affecting rural adolescents' transition to the workforce. The first section of this white paper discusses the need to clarify research questions about adolescence to include a recognition of the complex choices rural adolescents make as they begin to build their lives during and after secondary education.
Descriptors: Adolescents, Community Development, Education Work Relationship, High Schools, Labor Market, Research Methodology, Research Needs, Rural Areas, Rural Education, Rural Youth, School Community Relationship, Transitional Programs. Ethnic Identity and Aspirations among Rural Alaska Youth. The villages of rural Alaska comprise one of the most exceptional, yet least visible, sociocultural environments in the United States They are geographically remote, and set off from the mainstream also by their unique Eskimo, Indian or Aleut cultures.
At the same time many economic, legal and cultural connections pull these villages toward the dominant U.S. society, impelling continual and rapid social change. Our research focuses on adolescents growing up in this culturally complex and changing environment. We employ survey data from adolescents in 19 rural schools to explore relationships between ethnic identity and students' expectations about moving away or attending college. Many students describe their ethnic identity as mixed, both Native and non-Native. On some key variables, the responses of mixed-identity students fall between those of Natives and non-Natives, supporting a theoretical conception of ethnicity as a matter of degree rather than category. SecurEdge Networks | 10 Reasons Today’s Students NEED Technology in the Classroom. Technology is everywhere, entwined in almost every part of our lives.
It affects how we shop, socialize, connect, play, and most importantly learn. With their great and increasing presence in our lives it only makes sense to have mobile technology in the classroom. Yet there are some schools that are delaying this imminent future of using technology in the classroom as the valuable learning tool it is. Here is a list of ten reasons your school should implement technology in the classroom. 1) If used correctly, will help prepare students for their future careers, which will inevitably include the use of wireless technology. 2) Integrating technology into the classroom is definitely a great way to reach diversity in learning styles. 3) It gives students the chance to interact with their classmates more by encouraging collaboration. 4) Technology helps the teachers prepare students for the real world environment. 5) Integrating technology in education everyday helps students stay engaged.
SecurEdge Networks | 10 Reasons Today’s Students NEED Technology in the Classroom. The Digital Divide Within: Creating a Level Playing Field for All Students. This is a follow-up post to "1-2-3 -- Red Light! : Let's Give the Use of Technology in Classrooms the Green Light Instead. " There's still a lot of talk about the digital divide in this country.
I've seen it firsthand as I've worked with schools and school districts around the country on technology-leadership issues; some student populations do lots of online and computer work at home, but other schools serve students who don't have computers and Internet access at home, so the choices for after-school technology work are limited. As stated in CNN's Virtual Villages initiative, "Technology has become the driving force of change in the modern world. Clearly, leveling the playing field outside school is a huge task. But one thing I've noticed that still strikes me as just as critical is the digital divide within school buildings. Now that the school year is winding down, I believe I've seen some students make it through one more year without a lot of exposure to technology. Teachers' Feelings of Preparedness, Teacher Quality: A Report on The Preparation and Qualifications of Public School Teachers.
The final aspect of the teacher quality model used in this study is teachers' feelings of preparedness. In previous chapters, this FRSS report provided information on a number of measures of teacher preparation and qualifications, including preservice and continued learning and work environments. However, teachers now are challenged by reform initiatives to meet new requirements that have not been part of the conventional repertoire of expectations for effective classroom teaching and for which many teachers have not been adequately prepared during their professional training. As a result, information about teacher qualifications and preparation does not completely address whether preservice and continued learning and work environments adequately prepare teachers to meet the often complex and changing demands they face in their classrooms.
Teachers' feelings of preparedness may indicate the extent to which their training prepares them to meet these challenges. Summary.