Notice bibliographique
Résumé
Classified as populations less than 1000, 16.1% of Alberta’s population lives rurally (Alberta Government, 2016, p. 3). Rural education research addresses an underserved minority in educational structures, policy and practices. However, much of the research is approached in a way indicating the rural is somehow deficient. Well cited researchers in the field of rural education research, Howley and Howley (2014) state, “the most prevalent impulse in rural education research is to address the problem of rural schools, namely that they are deficient and need to be improved. Variations on this theme implicate the deficiencies of rural children, rural families, rural teachers, rural school facilities, rural culture, and so on” (p. 10). As someone who grew up rural and remains deeply tied to it, I have witnessed variations of these themes in theory and in practice. In order to see what possibilities lay ahead for rural education research, we ought to consider where we have been. Howley and Howley’s (2014) assessment is a call to do rural research differently. Being focussed on the problem can obscure or preclude what is important or valuable within rural communities regarding educational research. In part due to Howley & Howley’s assessment and in part because of a curiosity that drives my own present and future forms of research, I present a literature review of The Journal of Research in Rural Education. I examine the abstracts covering the years between and including 2012-2020, where I determine whether their pronouncement rings true over the past decade. Since Howley and Howley published their assessment, the continuing research in JRRE has remained fairly consistent with the prevalent impulse to problematize the rural in an educational capacity. In my findings I do the following, 1) assess the proportion of research problematizing some aspect of the rural in rural education research, 2) contextualize reasons for and against the impulse to address “the problem of rural schools,” and 3) optimistically look to studies that are not framed by assumptions of deficiency in rural communities. I look to the latter in order to envision new possibilities for doing rural educational research for rural communities rather than on rural communities. 
 References
 Alberta Government. (2016). 2016 Census of Canada – Population and dwelling release. https://open.alberta.ca/dataset/7d02c106-a55a-4f88-8253-4b4c81168e9f/resource/e435dd59-2dbd-4bf2-b5b6-3173d9bd6c39/download/2016-census-population-and-dwelling-counts.pdf
 Howley, C. & Howley, A. (2014). Making sense of rural education research: Art, transgression, and other acts of terroir. In S. White & M. Corbett (Eds.), Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions (pp. 7–25). Routledge.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».