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 accessAbstract
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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“yet multi-age/multi-grade contexts are very common in rural, remote, and northern schools (Jenkins & Cornish, 2015; Morton & Harmon, 2018; Smit et al., 2015).”
From Teaching Principals in Rural, Remote, and Northern Schools in Canada: An Empirical Analysis of Workload, Roles, and Instructional Leadership (2025) · cites this paper as Morton & Harmon, 2018
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Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS
Zinger, D., Sandholtz, J. H., & Ringstaff, C. (2020) · The rural educator · doi:10.35608/ruraled.v41i2.558 · Cited by 52
Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices
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Identifying and Allocating Resources for Learning Improvement
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Envisioning the Rural Practicum
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Metadata
- Authors
- Morton, C., & Harmon, H. L.
- ORCID
- Harmon, Hobart L.
- Venue
- The Rural Educator
- Published
- 2018-11-20
- Volume
- 33
- Issue
- 1
- ISSN
- 0273-446X (ISSN-L)
- 2643-9662
- 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
- diamond
- doi.org
- 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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