Date of Graduation
Fall 2016
Degree
Master of Science in Education in Secondary Education in English
Department
English
Committee Chair
Cathie English
Abstract
By using reflective and observational data from a rural high school English classroom's endeavor to launch a community-wide online literary magazine, this study uncovers the key components of place-conscious curriculum and instruction that must be present for benefits to transpire. Focusing on a rural, predominantly-caucasian school district, the study tracks 64 students who were enrolled in four sections of a senior-level writing course. Previous research asserts that place-conscious curriculum choices that involve student contributions to the community prove to have significant potential for rural schools. The investigator observed a significant decrease in student apathy, academic gains within the content area, disarmed negative stereotypes, financial gains via community partnerships, a maximization of roles through various avenues of collaboration, and a cultivated sense of sustainability within the school and community. All of these observations align with the existing research, but this study sought to further the discussion of place conscious pedagogy by confirming the positive outcomes and uncover the foundational elements of successful place-conscious endeavors. For rural districts, these findings should encourage innovative practices that empower teachers to combat unique obstacles by uniting the community and its students.
Keywords
place-conscious, place-based, high school, literary magazine, rural, action research, community
Subject Categories
Education
Copyright
© Amber Marie Dlugosh
Recommended Citation
Dlugosh, Amber Marie, "Identifying The Key Components Of Place-Conscious Pedagogy To Help Maximize Rural Potential" (2016). MSU Graduate Theses. 3028.
https://bearworks.missouristate.edu/theses/3028
