Rural Parenting: Cumulative Risk and Parenting Process

ridley
from "Rural Education Research in the United States: State of the Science and Emerging Directions"
Mokrova, I. L., Vernon-Feagans, L., & Garrett-Peters, P.
2016

About Rural Education Research in the United States: State of the Science and Emerging Directions (from the publisher): "This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy.  With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy–while considering how the latter can inform future scholarship."

Available here: Springer
Citation: Mokrova, I. L., Vernon-Feagans, L., & Garrett-Peters, P. (2016). Rural parenting: Cumulative risk and parenting process. In G. Nugent, G. Kunz, S. Sheridan, T. Glover, & L. Knoche (Eds.), Rural education research in the United States: State of the science and emerging directions (pp. 203-229). Cham, Switzerland: Springer.