Abstract

To support preservice teacher education and in-service professional development for rural social studies teachers, I examine the degree to which rural teachers, students, and communities are reflected in social studies education research. I first developed a theoretical framework for analyzing the rural research quality in the articles I found. I then identified 70 research articles in social studies education that intersect with rural education. Using my theoretical framework, I used content analysis methods to review these 70 articles and classify them based on (a) each article’s quality of rural analysis and (b) the facets of social studies education it examined (e.g. world history, elementary, economics). Based on these analyses, I provide several suggestions for social studies education researchers looking to conduct meaningful rural research. I also outline several facets of social studies education in need of (more) urgent investigation in rural contexts. In addition, I discuss a few areas in need of future consideration by rural education researchers looking to improve the quality of rural education scholarship more broadly.

How to Cite:

Wood, A., (2025) “What Exactly Is Good Rural Research? Using a Content Analysis-Informed Literature Review to Illuminate a Path Toward Stronger Rural Social Studies Scholarship”, Journal of Research in Rural Education 41(1), 1–27. doi: https://doi.org/10.26209/JRRE4101

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