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Abstract

Brantley, H., L. Barron and G. E. Hicks. 2007. The effectiveness of action research and technology skills using reflection of field-based practices in rural and agricultural communities. JEMREST 3:115-120.

DOI: 10.4029/2007jemrest3no17

The need for trained educators who use scientifically based-research skills in agricultural and rural communities is acute. Many studies have documented the scarcity of personnel with the skills to assist students who live in agricultural communities. The problems are made more acute by the extreme mandates cause by the recent No Child Left Behind Act. Rural children, youth and their families who live in agricultural communities are at risk in many ways, both environmental and a result of disabled conditions. Data supporting students who live in rural, agricultural communities is astronomical. Over 50 percent of low achieving students who live in agricultural communities are in need of a variety of appropriate resources. Many debilitating factors are associated with at-risk conditions found in rural areas, such as isolation, high unemployment, limited entertainment and easy access to firearms. The problems of at-risk children who live in agricultural communities include dropping out of school, suicide, drug abuse, crime, pregnancy and illiteracy. Furthermore, educators, businesses and social agencies tend to shun work in rural areas where changes are slow to come. Rural educators must be prepared to identify children, youth, and families in need and appropriate resources to help them. Activities must be designed to expand the research-based knowledge and strategies that will promote excellence and equity in the education of children, youth and their families placed at risk of educational failure because of limited English proficiency, poverty, race or ethnicity, or geographic location.