Small, rural schools face obstacles their more urban counterparts do not, especially in areas of resources, collaboration, time, curriculum, and location. Although research has been conducted concerning quality professional learning opportunities, there has not been research indicating how rural schools are providing quality professional learning and overcoming many of the aforementioned obstacles. This qualitative study researched the kinds of professional development experiences that make a difference in the classroom, the types of positive differences those courses make, and how rural schools handle the obstacles that impede professional development. Research was conducted through a survey sent out to teachers in five school districts in small, rural communities (population of less than 2,500). Additionally, each district had a 2014-2015 school year enrollment of 200-400 K-12 students. Following the survey, five teachers within each of the six districts were selected and interviewed. Data suggests that teachers in small, rural North Dakota have experienced quality professional learning, but their best experiences have been independent and not through their school districts. However, rural school districts are battling the obstacles they face, mostly through Regional Education Associations.
|Commitee:||Borden-King, Lisa, Kana, Erik|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 56/06M(E), Masters Abstracts International|
|Keywords:||North dakota, Professional development, Professional learning, Rural, Schools|
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