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A unique rural school environment
Author(s) -
Dodendorf Diane M.
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198301)20:1<99::aid-pits2310200120>3.0.co;2-7
Subject(s) - observational study , psychology , metropolitan area , academic achievement , rural area , mathematics education , test (biology) , developmental psychology , geography , ecology , medicine , archaeology , pathology , biology
An observational study of 34 children in a Midwest rural two‐room school yielded several insights into a unique school environment. Teacher strategies are described, as well as child behavior, as they differed from urban schools. Five environmental characteristics were striking: (a) school routines, (b) group learning, (c) interdependence, (d) independence, and (e) community involvement. Comparison of the Metropolitan Achievement Tests and the Science Research Associates (SRA) scores yielded little or no differences in performance between urban and rural children. The only significant difference was on the Social Science subtest. Positive aspects of a rural school environment were highlighted by this study's observational and test data.