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Education Equity

应对农村学生的挑战

农村学生的教育机会通常比地铁地区的同龄人更少,但是老师可以与家庭合作以改善结果。

2021年6月8日
Fertnig / iStock

农村地区是美国复杂的美国教育体系中经常被掩盖的一部分930万students—or one in five nationally—attend a rural school. These districts are typically disregarded because of their small populations compared with larger single districts in more urban areas. In terms of funding, national and state legislation tends to be more directly applied to the larger districts in an attempt to effect the most positive change for as many students as possible. However, when considered as a group, rural districts encompass a large number of students nationwide.

尽管农村地区面临特定的挑战,但这些地区的学生在州和国家测试方面经常得分或高于其同龄人。根据经济研究服务在美国农业部,2018年,非米特罗学校的学生中有22.4%的学生处于贫困状态,而他们的地铁学校的同行为17.3%。尽管这些学生在统计上的评估方面表现良好,但他们的学校经验与郊区或城市同龄人的经验不同。

首先,很大一部分农村学生必须在很小的时候(尤其是学前班)处理优质的阅读材料和教学,缺乏一致的医疗服务,阿片类药物虐待和儿童无家可归的影响低收入和农村社区以及其他因素。为了满足农村学生的特定需求,有多种策略可以帮助保证获得学习。

The Education Equation

通过参与学习过程的所有组成部分(老师,学生和家庭),老师可以更有能力评估学生的特定需求并有目的地解决他们。当每个组成部分之间建立积极的纽带或关系时,教师更有能力设计适合学生需求的学习经验。

教育工作者以有意义的方式与他们的学生在课堂内建立联系,采用各种策略来建立牢固的纽带和学习社区。与家庭建立有目的的纽带可能会更困难。通常会给父母打电话,每周或每月发送新闻通讯或与父母见面,可以很长一段时间来培养专注于学习。在农村社区中,家庭通常是课堂上学生成功的核心因素。

与家人的定期透明沟通有关您对学习和行为的期望可能会产生巨大的积极影响,并为学习创造一个可访问的环境。这培养了一个问责制,包括在此过程中的家庭,并帮助在课堂内建立学生代理。

学习公平

对于农村学生来说,很难连接new learning with prior experiences. Many times, rural students lack life experiences that other students may have because of the typically isolated nature of their families and communities, which can limit their ability to fully benefit from a diverse curriculum. Additionally, rural students don’t have access to a variety of accelerated courses that may be more available in urban or suburban school districts, including AP and dual credit courses.

在与地区行政部门合作在农村地区提供这些资源可能是一个漫长而艰难的过程,当与可能的解决方案接触时,管理员经常做出积极的反应。倡导您的学生可以帮助鼓励管理人员做出可以改善情况的决策。

由于某些家庭的社会经济环境以及农村地区缺乏财务灵活性,无法分配资金来解决这些问题,因此农村学生也无法持续获得优质的早期阅读机会。例如,尽管许多学生可以在农村环境中访问离家不远的地方图书馆,但他们的地区可能没有时间或资金与图书馆系统建立有益的关系,这将使家庭和学生能够利用优势这些资源,尤其是在学龄前。

在课堂上,教师具有修改材料和设计课程的培训和能力,这些课程几乎不需要任何成本就可以提供更多的学习,并对学生学习的积极影响很高。对于大多数苦苦挣扎的学生来说,一个障碍是无法解码和理解每个主题中的复杂级别文本。如果您修改了需要阅读的特定学生的文本,或者通过预载重要的词汇或其他先决条件的信息来拖欠他们的学习,那么可能难以访问内容的农村学生将有更大的成功机会。

Additionally, a lack of funding in rural districts may also mean that many students might not have regular access to technology that would allow them to participate in generally more engaging learning activities.

Creating a School-Home Feedback Loop

These strategies for engaging rural students are centered around developing a feedback loop that consists of teachers, students, and parents. A feedback loop, when purposefully designed, can be an asset in the classroom in limitless ways. It should focus on setting and clarifying learning expectations on a weekly or monthly basis in addition to providing comments specifically focused on creating opportunities for students to revise their work for deeper learning. Parents should have enough information to hold their children accountable for learning.

Teachers need to make a fervent attempt to actively remove all forms of doubt from the rural classroom and continually seek to maintain open lines of communication that enable them to implement an engaging and accessible curriculum. Removing doubt from the curriculum requires that both families and students understand your expectations for their learning, what content is being addressed, and how they might succeed within the learning environment.

While educators in rural districts are capable of designing curriculum in this way, many may lack the experience or training to do so. There also may need to be a shift in the understanding of the nature of learning that may entail a period of adjustment to new styles of teaching. Rural students, in particular, require sound relationships between all of the stakeholders in their education, and teachers can create and foster this dynamic by taking a few purposeful steps toward a more collaborative and transparent classroom.

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