Southern Rural Matters: Educational Consultants

Southern Rural Matters: Educational Consultants These values impact education; a student of ARS should understand how.

Issues relevant to the American Rural South reflect Stewardship of Earth, Paternalism, Individual Rights, Sense of Place, Loyalty to Family, Faith, and Traditionalism. Consulting entity dedicated to
the study and acceptance of Southern Rural Values and Learning Needs. the study of alternative methods and strategies for valuing Southern Rural culture and advancing academic achievement
t

he understanding, acceptance, and support of Southern Rural Culture
the research into advancement of better educational strategies specific to Southern Rural students
the improvement of social and educational capital available to Southern Rural support teams
the advancement of pedagogical philosophy and skills pertinent to Southern Rural education
the improvement of teacher preparation as specific to Southern Rural needs

09/25/2017

I am a strong advocate for the rural community. As a country we began in rural communities. Those were the human connections that held us together, facilitated our mutual respect for each other, and caused us to learn to value the others who share our place and our space. Now we are a nation of separationists--everyone in his own little bubble, thumb wrestling with our cell phones, thinking in sound bytes, and forsaking our absolutely necessary need to cling to what community we have.

If, as Hillary wrote, It Takes a Village, how will our children grow up to be functioning members of a society, a community, or a shared place? If there is no village or community, who will meet the social needs? How will we continue to come together to seek cumulative answers, common good, advancement of our people as "a people"?

My major concern is that, as our communities dissolve, so do our successes in our schools. The school in rural areas has been the center of the community, the place, the area for coming together for any reason. We have no big social clubs, no youth organizations, no recreational centers or teams, and our youth, young adults, and aged drop away from the position of vital contributions to our common good. We must find a way to continue to value all of our people, all of their potential wisdom, and all of the talents and answers they have to offer. In a throw-away age, we are allowing our citizens to be considered unworthy, unvalued . . . and we allow the predictions of people like Aldous Huxley to become a frightening reality.

We so need to value our rural communities, their way of life, their encouragement for all to be involved, their emphasis on the individual within the larger circle of people, their valuing of the contributions of all--not just the best, not just the winners, not just the chosen ones . . .

But the elimination has begun without so much as an admission of the tragedy. Our schools grow bigger and lose interest in all students. They disconnect from the communities of which they are a part.

The rural newspaper which printed birthday wishes, social happenings, common everyday stories, and accolades for small-town heroes, are beginning to fade into the past, too. Who cares? Who takes note? Who mentions it in concern?

Even in our larger cities, the astute planners have sectioned the large sections into small community-sized areas with a school, a grocery, a library, a clothing store, a hardware store, a post office, a government building, on and on . . ..

We need some champions for the communities that have demonstrated those facets for decades--until BIG came along. Until people forgot that the farther away we live from the center of our place, the less we care about the community. And we are valued less by community leaders.

Our founders imagined this nation as a massive collection of small units that could meet the needs of all of us, on a small personal level, then, with our representatives, our small units met together in larger groups. The character of the small place, the individuality of our people, and the value of ALL people could be protected.

I believe, as my mother used to say, "We have become too big for our britches."

We need leadership in stopping this erosion of the individual value, the commonly understood and expressed consensus, the opportunity for everyone to become involved in government, in our schools, in our communities. We need people like James Comer to take notice, to care, to speak out, and to support the movement that returns us to the lesson of "smaller is better."

09/13/2017

I am a strong advocate for the rural community. As a country we began in rural communities. Those were the human connections that held us together, facilitated our mutual respect for each other, and caused us to learn to value the others who share our place and our space. Now we are a nation of separationists--everyone in his own little bubble, thumb wrestling with our cell phones, thinking in sound bytes, and forsaking our absolutely necessary need to cling to what community we have.

If, as Hillary wrote, It Takes a Village, how will our children grow up to be functioning members of a society, a community, or a shared place? If there is no village or community, who will meet the social needs? How will we continue to come together to seek cumulative answers, common good, advancement of our people as "a people"?

My major concern is that, as our communities dissolve, so do our successes in our schools. The school in rural areas has been the center of the community, the place, the area for coming together for any reason. We have no big social clubs, no youth organizations, no recreational centers or teams, and our youth, young adults, and aged drop away from the position of vital contributions to our common good. We must find a way to continue to value all of our people, all of their potential wisdom, and all of the talents and answers they have to offer. In a throw-away age, we are allowing our citizens to be considered unworthy, unvalued . . . and we allow the predictions of people like Aldous Huxley to become a frightening reality.

We so need to value our rural communities, their way of life, their encouragement for all to be involved, their emphasis on the individual within the larger circle of people, their valuing of the contributions of all--not just the best, not just the winners, not just the chosen ones . . .

But the elimination has begun without so much as an admission of the tragedy. Our schools grow bigger and lose interest in all students. They disconnect from the communities of which they are a part.

The rural newspaper which printed birthday wishes, social happenings, common everyday stories, and accolades for small-town heroes, are beginning to fade into the past, too. Who cares? Who takes note? Who mentions it in concern?

Even in our larger cities, the astute planners have sectioned the large sections into small community-sized areas with a school, a grocery, a library, a clothing store, a hardware store, a post office, a government building, on and on . . ..

We need some champions for the communities that have demonstrated those facets for decades--until BIG came along. Until people forgot that the farther away we live from the center of our place, the less we care about the community. And we are valued less by community leaders.

Our founders imagined this nation as a massive collection of small units that could meet the needs of all of us, on a small personal level, then, with our representatives, our small units met together in larger groups. The character of the small place, the individuality of our people, and the value of ALL people could be protected.

I believe, as my mother used to say, "We have become too big for our britches."

We need leadership in stopping this erosion of the individual value, the commonly understood and expressed consensus, the opportunity for everyone to become involved in government, in our schools, in our communities. We need people like James Comer to take notice, to care, to speak out, and to support the movement that returns us to the lesson of "smaller is better."

Please consider my concerns.

Best regards,

Dr. E Carolyn Tucker

06/28/2017

First Official Teaser Trailer for the short film 'In the Margins of Her Notes on Renoir & Chagall' Starring Brookolyn Newton, Quinn Alexis, E. Carolyn…

05/27/2017
05/12/2017

Workshops are available on a first-come, first-served basis, limited to 15 participants each, meeting once on Friday and again on Saturday (Sept. 15-16) for up to 2 hours and 15 minutes each day.

08/08/2016

 

Again, Common Core and National Standards do not have the individual student nor the individual educator at heart. I thi...
04/05/2016

Again, Common Core and National Standards do not have the individual student nor the individual educator at heart. I think we must remember that we are not a factory and the students are not cars, refrigerators, nor televisions. We do not have the same resource material, nor controlled environments, nor standard industrial settings. We do not want to treat students as we would treat assembly line robots. Not only is it unkind, de-humanizing, and ancient history, but it also disregards what we have learned in the past 100 years, ignores brain research, and is self-defeating . . . IF our goal is to teach students to the best of our ability and to the best of the students' abilities.

Why are we even contemplating takig three steps backwards? And why would we even entertain the "experts" who are sacrificing a whole generation of learners for the sake of scoring students against "artificial standards"?

Personalized Learning is absolutely foreign to National Standards . . . in my opinion.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels an…

What does equity have to do with National Standards and common core? . . . . .  Not much.
04/05/2016

What does equity have to do with National Standards and common core? . . . . . Not much.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels an…

06/09/2015

JUN
2

RESEARCH Engaging parents to support middle schoolers
High quality out-of-school-time (OST) programs provide youth with valuable academic, social, and emotional supports during the challenging transition from middle school to high school—when many students veer off course. More students fail ninth grade than any other, and more students are held back than in any other grade. Ninth graders have the lowest GPAs, the most missed classes, the most referrals for misbehavior of all high school grade levels, and the majority of all failing grades in high schools.
Topic: Facts and Research │ By: Dan Gilbert │ June 2, 2015

What is it we lack to be considered minority when education intervention dollars are spread around
05/22/2015

What is it we lack to be considered minority when education intervention dollars are spread around

Many people mistakenly think Western Kentucky University in Bowling Green, Kentucky, is actually western Kentucky. It isn't. WKU is actually more in the E-W central of the state. Dixon is in far West Kentucky--not far from Paducah--where I live--north of Clarksville. Those places might ring bells fo…

01/18/2015

Should Stop Suspending Students, Says Study
Rebecca Klein

To raise students’ test scores, schools should stop pushing out troublesome students, argues a new report.

A recent report published in December’s issue of the American Sociological Review finds that students in schools with high rates of suspensions suffer academically -– even if they are not being suspended themselves. The report, compiled by University of Indiana professor Brea Perry and University of Kentucky professor Edward Morris, concludes that high rates of suspensions can have a negative impact on the test scores of students who have not been suspended, and that schools may be better served by only suspending students in moderation.

Evidence shows that high incarceration rates can have a devastating impact on offenders, as well as on surrounding families and communities. The researchers set out to see if a similar tactic would yield the same results in schools -– if high rates of suspension could negatively impact other students' academic achievement.

To glean their results, researchers followed about 16,000 middle school and high school students in a Kentucky district over the course of six semesters. They tracked the students’ scores on a statewide test administered three times a year, and compared it to their schools’ suspension rates during the time of test taking. Researchers controlled for factors that are correlated with a school’s suspension rate, like poverty. They also adjusted for factors like the annual number of drug infractions in a school, violent infractions and incidents of disruptive behavior, so that a school’s normal level of crime would not confound “the association between suspension and achievement,” says the report.

Perry told The Huffington Post the researchers adjusted for these factors so that “any effect suspension has is over and above those events occurring. We wanted to find if something about the punishment itself ... is harmful to students above and beyond the disruption of being in a high violent context.”

Researchers found that high rates of school suspensions had a substantial negative impact on individual students' test scores –- especially in schools with typically low levels of violence.

“Low and moderate levels of suspension are benign … there is no benefit or harm,” said Perry. But when the suspension levels become "excessive," it starts to affect "the achievement of non-suspended students.”

She continued, “[Excessive suspension caused] negative consequences in all schools, but it was especially harmful when the level of violence in school is low. … Suspension is most detrimental when it is probably perceived by students as illegitimate, overused or used inappropriate. Kids are looking around saying, ‘This is happening way too often, things in school are great, and you’re using suspension.’”

According to the report, when a school with typically low levels of violence experiences high rates of suspension, “the predicted percentile score in reading achievement decreases from about 54th at the mean level of suspension to 28th at very high levels of suspension.” Overall, researchers conclude that high suspension rates "can create a heightened sense of anxiety" for students and that "turnover of suspended students in and out of classrooms creates unstable, socially fragmented environments."

Suspension rate disparities in the studied district mirrored national suspension disparities –- meaning that African-American students were disproportionately suspended at the same rates reflected in national data.

The research demonstrates that suspension should be used as a last resort, limited to situations where the safety of students is threatened, said Perry. She noted that a school used in the study recently implemented its own suspension diversion program, in which misbehaving students were asked to sit and do homework rather than being sent away. She says the school saw an increase in test scores.

“There’s nothing good about [suspension] for suspended kids, but also nothing good about it for non-suspended kids,” said Perry.

I am wondering if rural students will be considered at potential target for this funds. Despite the documented minority ...
10/03/2014

I am wondering if rural students will be considered at potential target for this funds. Despite the documented minority status they hold and the the fact they often suffer severe resource poverty, all too frequently they are neglected because they are usually unseen.

Address

429 Burnt Mill Road, Mimosa Hill
Dixon, KY
42409

Telephone

+12706195061

Website

Alerts

Be the first to know and let us send you an email when Southern Rural Matters: Educational Consultants posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.

Contact The School

Send a message to Southern Rural Matters: Educational Consultants:

Shortcuts

Share