Volume 46, Number 3 (2025)
Research Articles
Understanding Rural Schools’ Capacity to Learn About Evidence-Based Practices That Promote Youth Mental Health: A Comparative Case Study
Savannah Hobbs, Elaine S. Belansky, Nick Cutforth, and Cynthia Hazel
Understanding Grade 10 Learners’ Mathematics Learning Experiences in Rural Schools: Applying the Self-Determination Theory
Hlamulo Wiseman Mbhiza and Thabisile Nkambule
A Comparative Case Analysis of Rural Science Teachers’ Experiences with Professional Learning
Loraine Glidewell, Jennifer Jacobs, Anna-Ruth Allen, William Penuel, and Abraham S. Lo
Building Respect, Responsibility, and Reciprocity: Insights From a Rural STEM Research Practice Design Partnership
Amanda Obery, Martha Cabell, Shelly Hogan, and Matt Queen
Navigating Through Difficult Roads and Terrains: Novice Teachers’ Challenges in Teaching in Remote Mountainous Settings in the Philippines
Albert C. Albina, Sarah Jean A. Salmorin, Dannyla N. Cainos, and Rhea Mae C. Montano
Promising Practice Articles
TEFL in Rural Schools of Uruguay: Designing a Network of Practice to Enhance Language Teaching
Vanessa Z. Mari and Valentina Alpuín
Redefining Rural Representation in Short Story Anthologies: Using Short Stories to Highlight Rural Counterstories
Brittany Gargano-Smith and Jenna Spiering
Policy Brief
Place-Sustaining Partnerships for Rural Education and Workforce Development
Guan K. Saw and Ryan Culbertson
Student members of the Collaborative Action for Rural Education (CARE) Corps program participated in an interactive forum focused on rural community asset mapping. CARE Corps is a school-university-community collaboration through East Carolina University’s branch of AmeriCorps in the College of Education’s Rural Education Institute. During the forum, students examined the rural cultural wealth within the counties where they are completing teaching or counseling internships or providing tutoring services, identifying natural, cultural, human, social, political, and built capital. This activity encouraged members to consider how these community assets can be leveraged to strengthen teaching, learning, and mental health initiatives in their districts.
