Document Type
Article
Abstract
Our study explores how teachers’ living proximity to their school and level of social connection to their rural community may influence implementation of place-based education and student-teacher relationships in mathematics and science classrooms. Both quantitative and qualitative results from 4126 students and 19 teachers reveal homegrown teachers (live in community where they grew up) highly value and excel at student-teacher relationships. Conversely, less socially connected commuters excel at implementing place-based education. Implications of our study provide new directions for recruiting rural teachers, aside from focusing on those from within the rural community.
Digital Object Identifier (DOI)
Publication Info
Published in Teaching and Teacher Education, Volume 97, 2021, pages 103231-.
Rights
© 2020 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
APA Citation
Starrett, A., Yow, J., Lotter, C., Irvin, M. J., & Adams, P. (2021). Teachers connecting with rural students and places: A mixed methods analysis. Teaching and Teacher Education, 97, 103231. https://doi.org/10.1016/j.tate.2020.103231