The Poor Little Rich District: The Effects of Suburbanization on a Rural School and Community.
Correspondence concerning this article should be addressed to Aimee Howley, Educational Studies Department, Ohio University, Athens, OH 45701. (howley@ohio.edu) Citation: Howley, A. (with Carnes, M., Eldridge, A., Huber, D., Lado, L. M., Kotler, R., & Turner, M.). (2005, July 18). The poor little rich district: The effects of suburbanization on a rural school and community. Journal of Research in Rural Education, 20(9). Retrieved [date] from http://jrre.psu.edu/articles /20-9.pdf
Another Way to Read “The Rural”: A Bricolage of Maths Education
I’ve got some explaining to do, at least to myself, and this venue is my only chance. Here’s the provocation: Secondary teachers of “advanced maths” (algebra, geometry, trigonometry, and calculus) everywhere have learned the mantra that “math[s] is everywhere” (Google the phrase to retrieve the evidence), but very few of them bring that everywhere-maths into the rural classroom, as we discovered in the process of conducting a recent study (Howley, Showalter, Howley, Howley, Klein, and Johnson 2011). Now, everywhere does not interest me much, except for the rural somewhere, which is, however, a lot like the actual and variable somewheres flagged as “everywhere” insofar as there, too, teachers of advanced maths seldom make such connections.
Selected Ethical Issues in Research and Publication: Perceptions of Health Education Faculty
A national random sample of 195 university health education faculty at graduate degree–granting programs completed a 31-item survey with regard to their perceptions of ethical issues in research and publishing. Most respondents were male (57%), tenured (75%), had graduate faculty status (92%), had presented original research at conferences (85%), and had published articles in health education journals (89%). Faculty members were requested to assess whether 21 scenarios dealing with ethical issues in research and publishing were ethical, unethical, questionable, or not an ethical issue. Of the scenarios, 3 were considered ethical and 7 unethical by the majority of respondents. The perceptions of how ethical the remaining 11 scenarios were varied considerably. Perceptions of the ethical scenarios did not differ among respondents by sex, academic rank, years taught as a faculty member, whether the department taught units/classes on research ethics, or whether the respondents were from doctoral-level versus master’s-level programs.