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Cited by 12Education in Rural ContextsIndigenous and Place-Based EducationRural development and sustainability

The DOI matches its Crossref record; 57 of the 61 references it cites were found in a registry or an index.

Challenges and Sustainability Practices of Frontier Schools in Montana

Open access
Morton, Claudette, Harmon, Hobart L.·2018·The Rural Educator
DOI 10.35608/ruraled.v33i1.418
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Abstract

This article reports the findings of a study commissioned by the Montana Small Schools Alliance to explore the challenges and sustainability practices of frontier schools. A Montana frontier school is defined as a school district with 200 or fewer students with its attendant community located in a county with five or fewer people per square mile. The researchers surveyed teachers, administrators, and school board chairs in 141 frontier school districts and held six focus groups of community members. The top five most important challenges noted by school district personnel were low student enrollment, inadequate financial resources, unrealistic federal expectations, academically unmotivated students, and mixed grade levels of students in the classroom. School sustainability practices included operating mixed-age or multi-grade classrooms and using school facilities to serve critical community functions. Lay citizens, compared to persons employed by the school district, were more likely to view the school as necessary for maintaining a way of life associated with agriculture and related enterprises. Twelve research questions are offered for future research on issues of frontier schools.

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Research works printed but not linked: 5

  1. Gaither, M. (2003). American educational history revisited. New York: Teachers College Press.
  2. Gjelten, T. (1982). Staples, Minnesota: Improving the schools to save the town. In P. Nachtigal (Ed.), Rural education: In search of a better way (pp. 247-265). Boulder, CO: Westview Press.
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  4. Kliewer, L. (March, 2001). Small, rural schools face uncertain future due to predictions of declining enrollment. Firstline Midwest, 3(3), 4. Lombard, IL: Midwestern Office of the Council of State Governments. Retrieved May 9, 2011 from http://www.csg.org/knowledgecenter/docs/flmw-0103.pdf
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Metadata

Authors
Morton, C., & Harmon, H. L.
ORCID
Harmon, Hobart L.
Venue
The Rural Educator
Publisher
Mississippi State University Libraries - DIGITAL COMMONS JOURNALS
Published
2018-11-20
Volume
33
Issue
1
ISSN
  • 0273-446X (ISSN-L)
  • 2643-9662
DOI
10.35608/ruraled.v33i1.418
OpenAlex
W2109755840
Cited by
11
References
61
Citations by year
2025: 1 · 2024: 2 · 2020: 3 · 2019: 2 · 2018: 1
FWCI
4.86
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • The rural educator (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Education in Rural Contexts
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Geography, Planning and Development › Rural development and sustainability
Keywords
rural school districts, small school districts, school finance, federal education policy, student motivation, multigrade classrooms, mixed-age classrooms, school-community partnership, agricultural communities, Montana

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