Abstract

Research regarding the social professional networks among rural educators is sparse but indicates that rural educators have few supportive connections with other educators. Programs designed to increase the social networks of rural educators use characteristics of similarities in school assignments and geographic distances to place educators into groups for professional development and support, but rarely use technology extensively as a tool to overcome barriers of time, distance, and cost. In one intervention designed in part to increase the professional connections between rural science teachers, Technology Mediated Lesson Study (TMLS) was implemented in a group of rural science teachers. The before and after social networks of both participating and non-participating teachers were measured using social network analysis. Participation in TMLS resulted in significant increases in rural science teachers' advice, collaboration, and friendship social networks when compared to nonparticipants, indicating that TMLS is an effective method of increasing access to information, skills, and supportive connections through interactions with other teachers. In another study of other supportive connections identified by rural science teachers, teachers reported a wide variety of educational, community, and governmental connections that supported their pedagogy and content knowledge. Additionally, students were able to engage in place-based science instruction, and teachers were able to address tensions between rural communities and scientists working in these areas. Results indicate that rural science teachers may be uniquely situated to bridge students in rural communities and those practicing science in these communities.

Degree

PhD

College and Department

David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation

Rights

https://lib.byu.edu/about/copyright/