Abstract

This review of research related to staffdevelopment in rural schools isorganized into three major sections. The first provides a brief summary of what we have learned from the research that has been conducted in rural schools. This summary is followed by a commentary on the existing research which points up a problem of conceptual ambiguity in the area of rural staff development. The final section provides a research agenda which offers substantive, methodological and conceptual suggestions for our research colleagues. For purposes of this review, we are defining staffdevelopment as the process by which continuing professional education for teachers and administrators is identified, planned, delivered and evaluated

How to Cite:

Kleine, P. F. & Wood, F. H., (1989) “Staff Development Research and Rural Schools: A Critical Appraisal”, Journal of Research in Rural Education 6(1), 13–18.

Rights: Copyright