NCLB technology and a rural school: A case study

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dc.contributor.author Cullen, Theresa A.
dc.contributor.author Brush, Thomas A.
dc.contributor.author Frey, Timothy J.
dc.contributor.author Hinshaw, Rebecca S.
dc.contributor.author Warren, Scott J.
dc.date.accessioned 2009-04-28T20:28:02Z
dc.date.available 2009-04-28T20:28:02Z
dc.date.issued 2009-04-28T20:28:02Z
dc.identifier.uri http://hdl.handle.net/2097/1344
dc.description.abstract The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is through an increase in the level of technology integration in their school (Collins & Dewees, 2001). This case study reports on one school’s attempt to use grant resources funded through NCLB to integrate specific instructional technologies to facilitate increased student achievement. Through interviews and observations, the roles, attitudes, and difficulties of teachers and administrators in implementing a technology initiative in a rural middle school were observed, examined and discussed. Emerging themes included issues related to teacher ownership of the technology, teacher feelings of power and participation, differing goals of teachers and administrators, technical difficulties, school wide support, and changes in school culture. en
dc.rights Permission to archive granted by Patti L. Chance, Ph.D., editor, The Rural Educator, April 20, 2009. en
dc.subject No Child Left Behind en
dc.subject Rural schools en
dc.subject Instructional technology en
dc.subject Student achievement en
dc.title NCLB technology and a rural school: A case study en
dc.type Text en
dc.date.published 2006 en
dc.citation.epage 17 en
dc.citation.issue 1 en
dc.citation.jtitle The rural educator en
dc.citation.spage 10 en
dc.citation.volume 28 en
dc.contributor.authoreid tfrey en

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