STEM Teaching and Learning in Rural Communities: Exploring Challenges and Opportunities

An Introduction to Volume 12, Issue 2 of TPRE

Authors

  • Janet K. Stramel Fort Hays State University
  • Earl Legleiter Fort Hays State University

DOI:

https://doi.org/10.3776/tpre.2022.v12n2p1-8

Keywords:

STEM teaching, rural education

Abstract

This special issue of Theory & Practice in Rural Education highlights STEM Teaching and Learning in Rural Communities. The articles selected represent both theory and practice and explore the complexities, practices, challenges, and opportunities facing rural schools and universities as they design and implement STEM teaching and learning. Articles from the field have related rural school success stories of how rural districts have overcome challenges to have effective and rich STEM teaching and learning in rural schools.

Author Biographies

Janet K. Stramel, Fort Hays State University

Janet K. Stramel, PhD, is Professor and Edna Shutts Williams Endowed Chair of mathematics and elementary education in the Department of Teacher Education at Fort Hays State University. She teaches mathematics methods courses for early childhood and elementary pre-service teachers. Janet has published articles, book chapters, a book, and has presented at numerous professional conferences at the international, national, regional, and state levels. jkstramel@fhsu.edu

Earl Legleiter, Fort Hays State University

Earl Legleiter, MS, is the director of the Science and Math Education Institute at Fort Hays State University where he teaches a Rural STEM Education seminar.  He earned his MS  in Advanced Educational Programs – Science from Fort Hays State University. He has taught various science courses for over 20 years in rural high schools, some of those years as the only member of the science department. He also provides NGSS and Modeling Instruction professional development for in-service teachers nation-wide. eflegleiter@fhsu.edu

References

Azano, A. P., Brenner, D., Downey, J., Eppley, K., & Schulte, A. K. (2020). Teaching in rural places: Thriving in classrooms, schools, and communities. Taylor & Francis.

Bhaduri, S., Biddy, Q., Elliott, C. H., Jacobs, J., Rummel, M., Ristvey, J., Sumner, T., & Recker, M. (2022). Co-designing a rural research practice partnership to design and support STEM pathways for rural youth, Theory & Practice in Rural Education, 12(2),45-70. https://doi.org/10.3776/tpre.2022.v12n2p45-70

Carr, P. J., & Kefalas, M. J. (2010). Hollowing Out the Middle: The Rural Brain Drain and What It Means for America. Beacon Press.

Caughman, L. (2022). Integrating a sustainability education model into STEM courses at a tribal college: Building diverse scientists via science identity development, Theory & Practice in Rural Education, 12(2), . https://doi.org/10.3776/tpre.2022.v12n2p9-43

Greenwood, D. A. (2013). A critical theory of place-conscious education. In R. B. Stevenson, M. Broody, J. Dillon & A. E. J. Wals (Eds.) International handbook of research on environmental education (pp. 93-100). Routledge.

Kavanagh, K., DeWaters, J., Rivera, S., Richards, M., Ramsdell, M., & Galluzzo, B. (2022). University-community partnership Model to support rural STEM teaching and student engagement, Theory & Practice in Rural Education, 12(2), 229-248. https://doi.org/10.3776/tpre.2022.v12n2p229-248

Mendenhall, M. P., Tofel-Grehl, C., & Feldon, D. (2022). Rural teacher attitudes and engagement with computing and technology, Theory & Practice in Rural Education, 12(2), 179-196. https://doi.org/10.3776/tpre.2022.v12n2p179-196

Nelson, F. P. (2022)> All kinds of text: Investigating a phenomenon through multimodal media, Theory & Practice in Rural Education, 12(2), 221-227. https://doi.org/10.3776/tpre.2022.v12n2p221-227

Readon, M. (2022). Integrating computational thinking in rural middle school art classes in eastern North Carolina., Theory & Practice in Rural Education, 12(2), 71-87. https://doi.org/10.3776/tpre.2022.v12n2p71-87

Shume, T., Bowen, B., Altimus, J., & Kallmeyer, A. (2022). Rural secondary STEM teachers’ understanding of the engineering design process: Impacts of participation in a Research Experiences for Teachers program, Theory & Practice in Rural Education, 12(2), 89-103. https://doi.org/10.3776/tpre.2022.v12n2p89-103

Sundeen, T. H., & Kalos, M. (2022). Rural educational leader perceptions of online learning for students with and without disabilities before and during the COVID-19 pandemic, Theory & Practice in Rural Education, 12(2), 105-128. https://doi.org/10.3776/tpre.2022.v12n2p105-128

Thiele, J., & Bogdon, O. (2022). Building a virtual STEM professional learning network for rural teachers, Theory & Practice in Rural Education, 12(2), 129-151. https://doi.org/10.3776/tpre.2022.v12n2p129-151

Thompson, S. L., Curcio, R., Adgerson, A., Harbour, K. E., D’Amico, L. K., West, H. S., Roy, G. J., Baker, M. A., Guest, J., & Compton-Lilly, C. (2022). Virtual summer institutes as a method of rural science teacher development. Theory & Practice in Rural Education, 12(2), 153-178. https://doi.org/10.3776/tpre.2022.v12n2p153-178

Westbrook, E. (2022). STEMulating interest with a rural place-conscious curriculum, Theory & Practice in Rural Education, 12(2), 197-220. https://doi.org/10.3776/tpre.2022.v12n2p197-220

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Published

2022-11-04

How to Cite

Stramel, J. K., & Legleiter, E. (2022). STEM Teaching and Learning in Rural Communities: Exploring Challenges and Opportunities: An Introduction to Volume 12, Issue 2 of TPRE. Theory & Practice in Rural Education, 12(2), 1–8. https://doi.org/10.3776/tpre.2022.v12n2p1-8

Issue

Vol. 12 No. 2 (2022): Theory & Practice in Rural Education: Special Issue on Rural STEM Teacher Development

Section

Introduction

License

Copyright (c) 2022 Janet Stramel, Earl Legleiter

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